IMPROVING STUDENTS VOCABULARY MASTERY BY USING FLASHCARDS

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IMPROVING STUDENTS’ VOCABULARY MASTERY BY USING FLASHCARDS (A Classroom Action Research at the Third Grade of SD Negeri 1 Sindon Ngemplak Boyolali in the Academic Year of 2013/2014)

Thesis

Nur Hikmah Laila S890809311 Submitted to Graduate School of Teacher Training and Education Faculty of Sebelas Maret University as Partial Fulfillment of the Requirement for the Degree of Master of English Education

ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL FACULTY OF TEACHER TRAINING AND EDUCATION SEBELAS MARET UNIVERSITY SURAKARTA commit to user 2014 i


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IMPROVING STUDENTS’ VOCABULARY MASTERY BY USING FLASHCARDS (A Classroom Action Research at the Third Grade of SDNegeri 1 Sindon Ngemplak Boyolaliin the Academic Year of 2013/2014)

THESIS

By: NUR HIKMAH LAILA S890809311

Submitted to Graduate School of Teacher Training and Education Faculty of SebelasMaret University as Partial Fulfillment of the Requirement for the Award of Master of English Education

ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL FACULTY OF TEACHER TRAINING AND EDUCATION SEBELAS MARET UNIVERSITY SURAKARTA 2014 commit to user

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ABSTRACT Nur Hikmah Laila, S890809311. 2014. Improving Students‟ Vocabulary Mastery by Using Flashcards (A Classroom Action Research in the Third Grade of SD Negeri 1 Sindon Ngemplak Boyolali in the Academic Year of 2013/2014).Thesis. 1st consultant: Dr.Ngadiso, M.Pd.; 2nd consultant: Dr. Abdul Asib, M.Pd. English Education Department, Graduate School, Teacher Training and Education Faculty, Sebelas Maret University Surakarta. This thesis is written to reveal whether teaching vocabulary using flashcards can improve the students‟ vocabulary mastery and to describe the class situation when flashcards is implemented in the teaching of vocabulary. This Classroom Action Research was conducted at SDN 1 Sindon. The subject of the research was the third grade students. The research was carried out from April to June 2014. The research was conducted in two cycles, in which there were three meetings for the each cycle. The procedure of the research consists of identifying problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. In collecting the data, the writer used observation, questionnaire, interview, teacher‟s diary, and test. The writer was the active participant teacher and helped by an observer from another school. The test was in the form of pre-test and post-test. The writer analyzed the mean scores of the test. The result reveals that: (1) flashcards can improve the students‟ vocabulary mastery in terms of: (a) meaning: students could grasp and memorize the meaning of the words, (b) pronunciation: students could pronounce the words well, (c) spelling: students could write down the words correctly, and (d) the usage: students could use the words in simple sentences. (2) Flashcards promoted better classroom situation which comprises: (a) improve students‟ motivation in learning English. Through teaching vocabulary by using flashcards, the students showed great improvement of motivation. (b) Students became actively involved in teaching and learning process. (c) Students were eager to join all activities, and participate in all activities actively. Based on the result of the study above, the writer suggests that English teachers implement flashcards as the alternative strategy and apply this media in teaching and learning of vocabulary in order to help the students improve their vocabulary mastery.

Keywords: flashcards, vocabulary mastery, classroom action research

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MOTTO

Destiny is not a matter of chance, it is a matter of choice; it is not a thing to be waited for, it is a thing to be achieved. William Jennings Bryan

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DEDICATION I dedicate this thesis to the people who always give me support to finish this master study: 

To my beloved mother and father. Thanks for your prayer and support.

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To my beloved sisters, for your love, care, and motivation.

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To my husband for his patience.

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To my beloved lecturers at this graduate school for their great knowledge and guidance.

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To my friends, for your helps during my study.

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To the readers, I hope this thesis can function as such an additional reference for you.

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ACKNOWLEDGEMENT Alhamdulillahirabbil „alamin I would like to thank Allah „AzzawaJalla, the Almighty God, for the blessings. I would also like to deliver my appreciation and gratitude to everyone who has supported me in finishing this thesis, especially to: 1. The Dean of Faculty of Teacher Training and Education for his permission to write this thesis. 2. The Head of The English Education Department of Graduate Program for his guidance and advice to write this thesis. 3. Dr.Ngadiso,M.Pd., the first consultant, for his patience, guidance, and adviceduring this thesis writing. 4. Dr. Abdul Asib, M.Pd, the second consultant, for his advice, guidance,constant and patience during this thesis writing. 5. The Headmaster of SD Negeri 1 Sindon for his permission to conduct the research. 6. The Teacher of the third grade for her permission to conduct the classroom action research in her class. 7. The students of third grade of SDN 1 Sindon for their cooperation during the research.

It is also expressed to all of my colleagues for the nice times that we spent together and helping each other of Graduate School Sebelas Maret University, Surakarta. Finally, I hope this thesis will be beneficial for the readers, especially those who are involved in English Education.

Surakarta,

2014

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TABLE OF CONTENTS

TITLE ........................................................................................................... i APPROVAL .................................................................................................. ii LEGALIZATION OF THE BOARD OF EXAMINERS ........................ iii PRONOUNCEMENT ................................................................................... iv ABSTRACT ................................................................................................... v MOTTO ......................................................................................................... vi DEDICATION ............................................................................................... vii ACKNOWLEDGEMENT ............................................................................ viii TABLE OF CONTENT ................................................................................. ix LIST OF TABLE .......................................................................................... xi LIST OF APPENDICES .............................................................................. xii CHAPTER I INTRODUCTION ............................................................... A. Background of the Study ................................................ B. Problem Statements ........................................................ C. The Objectives of the Study ........................................... D. The Significance of the Study ........................................

1 1 7 8 8

CHAPTER II THEORIES UNDERLYING THE STUDY ...................... A. Theoretical Description ................................................... 1. The Nature of Vocabulary .......................................... a. The Definition of Vocabulary............................... b. The Types of Vocabulary ...................................... c. The Definition of Vocabulary Mastery ................ d. Construct for Vocabulary Mastery ........................ e. Teaching Vocabulary to Children.......................... f. Difficulties in Vocabulary ..................................... 2. The Nature of Flashcards ........................................... a. The Definition of Media ........................................ b. The Function of Media .......................................... c. Kinds of Media ..................................................... d. The Definition of Flashcards ................................ e. Types of Flashcards ............................................... f. Teaching Steps using Flashcards ........................... g. The Advantages and Disadvantages of Flashcards 3. Classroom Climate ..................................................... B. Review of Related Research ........................................... C. Rationale .........................................................................

12 12 12 12 13 14 16 17 26 27 27 28 30 33 34 37 40 42 43 47

commit to user CHAPTER III RESEARCH METHODOLOGY ...................................... 50

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A. The Context of the Research ........................................... 1. The Setting of the Research........................................ 2. The Subject of the Research ....................................... B. The Method of the Research .......................................... 1. Action Research ......................................................... 2. Model of Action Research.......................................... 3. Procedures of Action Research .................................. C. Techniques of Collecting the Data .................................. D. Techniques of Analyzing the Data .................................

50 50 50 51 51 54 55 57 58

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................. A. Introduction .................................................................... B. Research Implementation ............................................... 1. Cycle 1........................................................................ 2. Cycle 2 ....................................................................... C. Research Findings .......................................................... D. Discussion .......................................................................

61 61 64 65 83 100 110

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION .. A. Conclusion ........................................................................ B. Implication......................................................................... C. Suggestion .........................................................................

116 116 117 118

BIBLIOGRAPHY ......................................................................................... 120 APPENDICES ................................................................................................ 124

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LIST OF TABLES

Table 3.1 Table 3.2 Table 4.1 Table 4.2 Table 4.3 Table 4.4 Table 4.5 Table 4.6 Table 4.7 Table 4.8 Table 4.9 Table 4.10 Table 4.11 Table 4.12 Table 4.13 Table 4.14 Table 4.15 Table 4.16 Table 4.17 Table 4.18

Schedule of the Research……………………………...…..... Several features of action research states by Tinker Sach ..... The Scores of Pre-test and Test 1…......……………….......... The Scores of the Students‟ Vocabulary Aspect of Pre-test and Test 1……............................................….…….........….. The Scores of Test 1 and Post-test .……………….........….. The Scores of the Students‟ Vocabulary Aspect of Test 1 and Post-test ............................……………………………. The Scores of Pre-test and Test 1........……………….......… The Scores Viewed from the Students‟ Vocabulary Aspect of Pre-test...................................................………………… The Scores Viewed from the Students‟ Vocabulary Aspect of Test 1...................………....………………....………....... The Scores of Test 1 and Post-test .…………………........... The Scores Viewed from the Students‟ Vocabulary Aspect of Test 1................................................................................... The Scores Viewed from the Students‟ Vocabulary Aspect of Post-test ............................................................................. The comparison of the students‟ score in Pre-test, Test 1, and Post-test .……................................................................. Scores Viewed from the Students‟ Vocabulary Mastery of Pre-test…...............................……………………………...... Scores Viewed from the Students‟ Vocabulary Mastery of Test 1....................................................................................... Scores Viewed from the Students‟ Vocabulary Mastery of Post-test ............................................…………………......... The level of the Students‟ Vocabulary Mastery of Pre-test.... The level of the Students‟ Vocabulary Mastery of Test 1 ..... The level of the Students‟ Vocabulary Mastery of Post-test.. Summary of the Research Findings ....………………….......

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50 53 78 79 96 96 101 101 101 102 103 103 104 104 104 105 106 106 106 108


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LIST OF APPENDICES

Appendix 1

Result of Questionnaire before the Implementation of the Research ……………................………………………………

125

Appendix 2

Transcripts of the Students‟ Pre-research Interview.....….....

127

Appendix 3

Transcripts of the collaborators‟ Pre-research Interview .…

132

Appendix 4

RENCANA PELAKSANAAN PEMBELAJARAN(RPP)..

134

Appendix 5

Instruments of the Test ........……………………………........

182

Appendix 6

DaftarNilai Test BahasaInggrisKelas III ……………............

203

Appendix 7

FIELD NOTE .......................................................................

206

Appendix 8

Researcher‟s Diary..................................................................

212

Appendix 9

Result of Questionnaire after the Implementation of the Research ......................................................…………………

219

Appendix 10

Transcripts of the Students‟ Post-research Interview ….......

220

Appendix 11

Transcripts of the collaborators‟ Post-research Interview ...

223

Appendix 12

Surat Keterangan Penelitian....................................................

225

Appendix 13

Pedoman Observasi Kolaborator ...………………………..…

226

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CHAPTER 1 INTRODUCTION

A.

Background of the Study Learning English is one of the most important things in this sophisticated

world. Almost all matters use English terms. Besides for communicating with other people from all over the world, we can get a lot of knowledge by learning English. Most of science books are written in English. In this globalization era, English is really needed. For example when we want to get information by browsing internet, English is the most language which is used to access it. Now, there are also available newspapers and magazines in English. There are so many reasons why English becomes the interesting thing in our life and we need to learn English from the early age. Nowadays, almost all elementary schools and even kindergarten schools begin to introduce English as a foreign language although English is not a compulsory subject. Teaching English at the early age will be the basis for the higher level. Clark and Clark (1997: 322-326) state that the proper age to study English or other foreign language is actually suitable when the learner is in young age. In the third and fourth years, the process of natural acquisition continues to develop and become richer. This is a period of great creativity and imitation. Children begin to resemble closely the norm of the adults who surround them. Compared to the adult, children are more able to accept new things on their commit to user

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surrounding and they are quicker to learn something. If the children are introduced to English and use the English in their daily life regularly, they will be fluent to speak English. It means that the early age is better for children to learn English. The important element that cannot be separated from teaching English is vocabulary. It will be difficult to learn English if the student having lack of vocabulary mastery. Hardjono (1988: 71) states, “Among all of the basic aspects of foreign language mastered by students in the learning process, vocabulary is the most important, without mastering it, impossible for students to use foreign language.” Meanwhile, Edge (1993: 27) gives the similar explanation about how important vocabulary is. He points out knowing a lot of words in foreign language are very important. The more words you know the better your chance of understanding or making yourself understood. Vocabulary is fundamental in language so teaching vocabulary earlier is better than teaching it later. Teaching vocabulary to children is not simple and not easy. The teachers have to give examples how to pronounce the English words correctly and repeat some times in order that children will remember long lasting because children learn English as a foreign language at the first time. Most of the English words are very different in letters and the way to pronounce. It is necessary to make them understand how to pronounce and how to write the English words. Every new word should be pronounced correctly by the teacher and repeated by the students and by each of the students to help the students remember it longer. It is to prevent students from pronouncing the words equal to the letters. Teaching commit to user


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foreign language must be introduced orally first, not in written to avoid the students pronouncing the English words equal to the letters. There are four aspects in vocabulary mastery namely: (1) meaning, (2) pronunciation, (3) spelling, and (4) usage. Ideally, someone who has high vocabulary mastery can recognize meaning of word both in written and spoken forms. He can also pronounce it well, know how to combine it with other words, and use it to make a sentence. Vocabulary mastery is crucial so that the teaching of vocabulary must be the first priority in the English language teaching. English in elementary school can be a basic knowledge for children in learning English further. It is the appropriate age for children to accept new information. Nowadays, almost all elementary schools add English as a local subject, so, it is appropriate for the writer to choose elementary school to conduct a research study. There are some problems that appear and faced by the teacher, when they introduce English to their students. This can be proven from pre-research in the third grade students of SDN 1 Sindon, Ngemplak, Boyolali. From the pre-research, the observer found that the students get difficulties in mastering vocabulary. The indicators of the lackness of the students‟ vocabulary mastery are: (1) the students got difficulties in grasping and memorizing the meaning of the words; (2) they got difficulties in pronouncing the words correctly, (3) they found it is hard to write down and spell the words correctly; and (4) they found it is hard to use the words in other context such as in simple sentence. Finally, the students had difficulties in doing exercises. They also became uninterested and less motivated in learning English commit to user


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as their stigma that English lesson is a difficult subject. Those all made their achievement became low and caused failure in teaching and learning process. The causes of the problem came from the teacher, the students, outside the teacher and the students. From the teacher‟s side, the teacher‟s way of teaching vocabulary affected the students‟ vocabulary mastery. Speaking too fast, unclear explanation and monotonous technique used by the teacher discouraged students to learn vocabulary. The teacher hasn‟t found a good method how to teach vocabulary to students. The students just study in the classroom by using limited sources such as students‟ exercise book (LKS). The students‟ activities just focusing on reading the materials from LKS, imitating the teacher in reading the vocabulary, and do the exercise. The teacher seldom uses the media in the classroom. To make the students easier in understanding English, using media is very important, because it will be more interesting for the students. Without using good media the teaching learning process become boring. From the students‟ side, the problems which were observed during the process of teaching and learning in SD N I Sindon are: (1) the students were not interested in English. They thought that English is a difficult subject because the way to pronounce and write is very different, (2) the students could not arrange the English words correctly, teacher still helps them to make a correct word arrangement when the teacher asked one of the students to come in front of the class to do their teacher‟s command, (3) the students could not remember the English words form well because the teaching and learning process is only two hours in a week, (4) the students having difficulties in pronouncing the English commit to user


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words because of their mother tongue that is Javanese, English is still strange for them. The next cause was from the outside of the teacher and the students. It came from the material and the atmosphere of the class. The material used was not interesting, such as the text containing unfamiliar words, made the students feel burdened and hard to learn. Besides, the unsupported classroom atmosphere was a negative contribution to students‟ learning. Some elementary school‟s teachers say that the failure of teaching and learning process in which the children became uninterested in learning English is that they think English is a difficult subject. During the process of teaching and learning, the students do not listen to the teacher‟s explanation. It is difficult for the teacher to make the students interested in following the lesson. They like more laughing and talking with their friends even some children are walking in the classroom when the teacher gives the explanation. Only a few students who listen the teacher‟s explanation but they could not do the exercise well. All these matters happened because the teacher is not maximum in using the teaching technique to explore and increase the students‟ interest in learning English, teacher only uses books and pictures in presenting the words. Young children learn better in enjoyable situations. Therefore, teacher should create creative teaching aids to motivate them so that they will feel happy and listen to their teacher‟s explanation during the process of teaching and learning. To overcome these problems, teachers need an effective technique to teach English to children in order to stimulate and motivate the children in commit to user


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learning English as a foreign language. If the teachers‟ technique is monotonous, students will feel bored and not interested in following the lesson. It is the teachers‟ job to make the children happy and no burden when they learn the new language. Teachers also need media to make the process of teaching and learning easier and children are more interested in the lesson. Sadiman (1996: 6) states that media is anything that can be used to deliver a message from the sender to the receiver so that it can stimulate the thoughts , feelings, concerns , and interests as well as the students' attention in a way that learning occurs. Based on the Sadirman‟s statement, we know that media is important as teaching aids, to increase the students‟ interest and to help the students‟ vocabulary mastery especially in grasping and memorizing the meaning of words, pronuncing the words, writing the words, and using the words in simple sentence. Learning a foreign language is a new experience for children. Teachers have to be creative so that children will feel fun and think that learning English is not difficult, and it will be easy for them to memorize the meaning, pronouncing, spelling, and using the English words. Based on phenomena found in teaching English for children, the writer chooses a classroom action research focusing on the teaching vocabulary using flashcards. This teaching media is to solve the problems of vocabulary mastery in the elementary school. Flashcard is a card with a word or words, number, or a picture on it that you look at to help you learn or remember (Urbom, 1998: 87). Haycraft (1978: 102) defines flashcards as cards on which words and/or pictures are printed or drawn. Another expert House (1994: 90) states that flashcard is card with picture commit to user


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and/or words on for use in classroom, either by the teacher, e.g. in drills, or by the students, e.g. in games. In line with them, Doff (1998: 87) states that flashcards are cards with simple picture (or word or number) can be held up by the teacher. Flashacards can increase students span of attention and concentration to study new words in English, as stated by Haycraft (1978: 102) flashcards can be used for consolidating vocabulary, practicing structure and words order or a variety of games. Activities in using flashcards can be: (1) Memory activities, (2) drilling activities, (3) identification activities, and (4) TPR activities. The use of flascards is related to the characteristics of elementary school students as children who commonly feel interested in something with attractive shapes and colour. In this action, I had some targets to achieve by using flashcards in teaching vocabulary. In accordance with what had been mentioned above, the first target dealt with academic achievement that was the improvement of students‟ vocabulary mastery, the target score is 7.0. The second one was to improve the class situation by using interesting teaching aids. From the description above, to solve the problems

that arise and to

improve the students‟ vocabulary by using flashcards. I decided to conduct a research entitled “Improving Students‟ Vocabulary Mastery by Using Flashcards”. I believe that by implementing flashcards in English teaching learning process can enrich the third grade students‟ vocabulary mastery of SD N 1 Sindon Ngemplak Boyolali. B.

Problem Statement commit to ituser From the background of the study, is necessary to identify whether the


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use of “flashcards” can improve students‟ vocabulary mastery. The problems are formulated as follows: 1. Can flashcards improve students‟ vocabulary mastery? If yes, to what extent is its improvement? 2. How is the class situation when flashcards are implemented in the teaching and learning process?

C.

The Objectives of the Study The objective of this study is to gain information about:

1. The improvement of students‟ English vocabulary in the Third Grade of SDN 1 Sindon after being instructed by using flashcards. 2. The class situation when flashcards is implemented in the teaching and learning process.

D.

The Significance of the Study Arikunto (2006:31) states that conducting a research needs a lot of times,

energy, as well as expenses. Therefore, this research conducted should have advantages. The researcher hopes that this research will have benefits. 1. Researcher For the researcher that also the English teacher in SD N 1 Sindon, the result of the study can be a reflection in her teaching experience. She can also identify whether or not the students enjoy and improve themselves in learning English and also identify the weaknesses of her teaching. commit to user


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Therefore, through this research, the researcher can improve her teaching experience both technique and practically to be creative teacher in the future. In addition, the resesarcher can develop her knowledge on the development of various media implemented in teaching English to the Elementary School‟s students. By conducting this research, the researcher can improve vocabulary mastery in teaching English as foreign language. This is appropriate to improve the students‟ vocabulary mastery. 2. Students For the third grader of SD N 1 Sindon, it is hoped that the result of the studycan help them in learning English, therefore there will be a significant improvement in vocabulary mastery. Besides, by applying flashcards as learning media, the students are expected being more comfort and interested in following English class. It is also beneficial for the students to find meaningful strategy to overcome their problems not only in improving the English vocabulary but also motivating the students to learn English. The students will highly motivated by various media and strategies applied in the classroom. Through flashcards, they will get an enjoyable situation, they will be able to improve their ability to memorize vocabulary by using flashcards. At last, they can learn English particularly vocabulary easily. 3. English Teacher Through this research, the English teachers are expected obtaining a new idea in teaching English by implementing flashcards. They are also commit to user

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expected getting a better understanding about how to teach English using interesting media, especially for Elementary school‟s students. Indirectly, it is hoped that the research finding will be able to encourage them in finding other techniques in teaching vocabulary. It can enrich the teacher‟s knowledge on the use of various media, techniques, or strategies in teaching vocabulary, so that the class will not run in boring atmosphere and the students will enjoy in learning English. The various media that are applied by the teacher will motivate the students to learn and give comfortable feeling during the class activities. The teacher can improve their ability to make innovation, effective media and strategies of teaching vocabulary. It also enriches teacher‟s media to teach vocabulary, so that their problems that faced in the classroom can be solved. 4. School By conducting this research, it is expected the information can be useful input for SD N 1 Sindon to improve its quality in teaching learning process, especially in English lesson. Besides, it is also expected to be able to motivate the school in facilitating its institution with various teaching media. It will also be useful in providing beneficial contribution of the improvement of the quality of the education in the school. Therefore, if the school has good quality of course the society will trust and believe it and they will be motivated to register their children in the school. The school can compare the advantages of flashcards to other media in learning commit to user



English. It develops learning strategies which stimulate students‟ creativity. This research can increase students‟ achievement. 5. Other Researcher The result of this study is expected to give a highly contribution for other researcher in doing the same action research. Forthermore, it is hoped that it will be useful information for other researcher so that they can develop new techniques in teaching vocabulary to the Elemetary School‟s students. The other researchers can develop the research based on the result and use it as one of references to study about vocabulary and its implementarion in their research. This research provide a brief knowledge to other researchers to conduct the similar research in another school with another research subjects and the result of this research can be used for starting point to conduct the next research. The result of this research is able to be used as a reference to furthermore research in developing teaching vocabulary. It is hoped that the data can be used to improve other research, particularly the difficulties in mastering vocabulary.

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CHAPTER II THEORIES UNDERLYING THE STUDY

A.

Theoretical Description

1.

The Nature of Vocabulary

a. The Definition of Vocabulary There are some definitions of vocabulary proposed by some experts. Hornby (1995: 131) defines vocabulary as a total number of words in a language, all words known to a person or used in a particularly book, subject, etc. A list of words with the same meaning, especially one that accompanies a text book in a foreign language. It means that vocabulary is a number of words along with the meanings in a language that is known by a person. Here, words are symbols that represent, either physical object or idea. Another expert; Burns (1975: 295) defines vocabulary as the stock of words used by a person, class, or profession. Hatch and Brown (1995: 1) state that a term “vocabulary” refers to a list or set of words for particular language or a list or set of words that individual speakers of language might use. Here, vocabulary is a series of words individual speaks of certain language. From those definitions, it can be concluded that vocabulary is a total number of words as a symbol that represent physical object or idea which are needed to express the speaker‟s meaning, so that vocabulary is important to be learnt. commit to user

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b. The Types of Vocabulary Haycraft in Hatch and Brown (1995: 370) states that vocabulary is divided into two kinds. Which include receptive and productive vocabulary a. Productive Vocabulary Productive vocabulary is the words that the students can understand, pronounce correctly, and use constructively in speaking and writing. It involves what is needed for receptive vocabulary plus the ability to speak or write in the appropriate time. b. Receptive Vocabulary Receptive vocabulary is words that the learners recognize and understand when they occur in context, but which they cannot produce correctly. It is vocabulary that the learners recognize when they see it in reading but they do not use in speaking and writing. Meanwhile, Harmer (1997: 80) also gives the same distinction between productive and receptive vocabulary but in the different name. They call them as active and passive vocabulary. a. Active Vocabulary Active vocabulary refers to vocabulary that has been taught and learnt by the students. The students are expected to be able to use this vocabulary. b. Passive Vocabulary Passive vocabulary refers to words which the students will recognize when they meet them but which they will probably not be able to use. commit to user



From the descriptions above, it can be concluded that active vocabulary is dealing with productive learning; speaking and writing, and then passive vocabulary is dealing with receptive learning; reading and listening.

c. The Definition of Vocabulary Mastery Vocabulary is an essential element of English as Foreign language instruction materials. It will be easier for those who have mastered a large number of words to express idea in the language. It is true that vocabulary plays an important role in learning and understanding the language. Hence, vocabulary is important, so that the teaching of it should be carried out as well as possible in English language teaching at elementary schools. Considering its importance, mastering vocabulary plays an important role in learning a language. There are some definitions of mastery that are proposed by experts. Swannel (1994: 656) defines mastery as comprehensive knowledge. This definition is supported by Hornby who states that mastery is complete knowledge or complete skill (1995: 721). According to Culson (1987: 1050), mastery is skill to use the knowledge. It means that mastery is ability to use one‟s knowledge. Mastery means natural or acquired facility in a specific activity. It is a possession of skill, ability, and technique in conducting a certain activity. From these definitions, it can be concluded that mastery means the skill to understand, use, and apply something learned. Meanwhile, the definition of vocabulary is a total number of words in a certain language used to express meaning. Thus, vocabulary mastery can be defined as the ability to understand, use, and apply knowledge commit to user



dealing with a list of words in certain language to express meaning. Vocabulary mastery deals with words and meaning. The teacher should select and classify the words according to the level of the students in a certain way, so that it will be easier for the students in learning vocabulary. The teacher has to present the meaning of words in a way that is comprehensive to the students. In relation to vocabulary mastery, Ur (1998: 60-62) mentions several aspects that both teacher and learners must give their attention to, they are as follows: a. Meaning The meaning of word is primarily what it refers to in the real world, its denotation. A less obvious components of the meaning of an item is its connotation: the association, or positive or negative feeling its evokes which may not be indicated in a dictionary definition. A more subtle aspect of meaning that often needs to be taught is whether a particular item is the appropriate one to use in a certain context or not. b. Form: Pronunciation and spelling Here, the mastery of vocabulary involves the mastery of pronunciation and spelling. The learner has to know how the word is sounded and how the word is spelled. In teaching, the teacher needs to make sure that both aspects are accurately presented and learned. c. Grammar The grammar of a new word needs to be taught if this is not obviously covered by general grammatical rules. A word may have an unpredictable change commit to user



of form in certain grammatical contexts. Therefore, it is important to provide learners with the information at the same time the teacher teaches the base form of a word. From the explanation above vocabulary mastery means an ability to use all the words of language in conducting communication. It means that vocabulary mastery is an ability to use the sum of words in order to use them both in spoken and written form. It is the complete mastering of some aspects of vocabulary such as meaning, pronunciation, spelling, and using.

d. Construct for Vocabulary Mastery From the explanation above, it can be concluded that vocabulary is a total number of words as a symbol that represents physical objects or ideas which are needed to express the speaker‟s meaning. Vocabulary mastery is an ability to use all the words of language in conducting communication. It means that vocabulary mastery is an ability to use words in order to use them both in spoken and written form. It is the complete mastering of some aspects of vocabulary such as meaning, pronunciation, spelling, and, using. There are three aspects of vocabulary mastery, namely: form; including pronunciation and spelling, grammar, and meaning. Furthermore, the indicators of students‟ vocabulary mastery measured by the skills of vocabulary mastery is as follows: a) finding of meaning, b) pronouncing, c) spelling, and d) using of words. commit to user



e. Teaching Vocabulary to Children Like other profession, teaching requires a long and difficult period of academic preparation, legal recognition, and social responsibility. Teaching children is different from teaching adult because they have special characteristics. The teachers are demanded to be active and creative in teaching young learners. They should explore their abilities and competences. One of the ways is by using everything in environment to help the success of teaching and learning process in order to be more effective. Naturally, children love fun activities and interesting materials in their learning process. Therefore, many experts suggest to use for example: picture, flashcard, song, games, etc. in learning and teaching process. Teaching English vocabulary in primarily school is very crucial, as stated by Cross (1992: 5), a major aim of most teaching program is to help the students to gain a large vocabulary of useful words. This statement is supported by Allen and Vallete (1997: 149); they state that the teacher should give attention in teaching vocabulary and select the vocabulary that has to be taught. Burns and Broman (1975: 295) say that the teacher must give attention to develop the vocabulary of students through carefully planned instruction and to do so, he/she must be aware of what words are (verbal representations of concept) and how they are formed. According to Cross (1991: 5), there are two main ways to present (introduce) vocabulary, show the meaning in some way or use language that the students already know in order to make clear the meaning of the new lexical item. The Natural Approach is based on the premise that vocabulary is acquired via commit to user



comprehensible input; new words are acquired when they are heard in an utterance or in a sentence that is comprehensible. Words have form. The form is a word‟s shape, when written, and its sound, when spoken. Some teachers believe that learners should always hear a new word before they say it and before they read it. Learners remember best the vocabulary the teacher taught by repeating the words many times especially when they uttered themselves. Besides, Henning in Taylor (1990: ix) said that he has shown that when studying new vocabulary, elementary learners pay more attention to the acoustic factor, i.e. the sound of a word, than the semantic, i.e. meaning. In brief definition, vocabulary is central to language teaching and learning. According to Haycraft (1978: 44), the choice of vocabulary can be based on the students‟ needs, students‟ language, and the words commonly used. Moreover, a good teacher should use appropriate choices and make enough practice of certain words. They must choose the suitable method to present new words. The success of language teaching not only depends on the teachers‟ and the students‟ competence but also the technique of teaching vocabulary. There are many techniques of teaching vocabulary. Not all the techniques are helpful for the students. In this case, the teacher has to choose the appropriate media. There are a lot of techniques that can be used in teaching vocabulary to children. Kurikulum Tahun 2004 Mata Pelajaran Bahasa Inggris untuk SD/MI Provinsi Jawa tengah 2004 (2004: 8) states: There are several techniques that can be used in language learning: commit to user



- Through songs (melody, rhythm, lyrics) - Using simple color and meaningful picture which is in readable size - Through total physical response activities Meanwhile, Burns and Broman (1980: 297-305) propose numerous ways to develop childrens‟ vocabulary such as the following: a. Firsthand Experiences A varied background of firsthand experiences, field trips, and excursions is profitable at all grade levels. Concrete experiences permit the word to be associated with real situation: consequently, school should try to extent the experiences of children. The nature and quality of the educative experiences that children meet both inside and outside the classroom are primary factors that determine speaking, writing, reading, and hearing vocabularies. Experiences should be followed by oral and written accounts and descriptions. Teacher need to see what the new words derived from these experiences are understood and made vivid and clear to the student. The teacher should try to discover what experiences the children lack, because children learn early to conceal their inadequacies by silence. b. Books Books are another significant source of vocabulary growth, particularly books that provoke questions and discussion. Pupils need a variety of interesting, easy to read books so that new words and ideas can be learned from the context. c. Context Clues Children who read extensively can learn many words just through use of commit to user



context. Wide reading provides the opportunities for context to illuminate words meaning when it is essential to the on-flow of thought. Through a variety of reading material, the reader can begin to recognize subtleties and varied meaning of words. Contextual invariably determines the meaning of a word but does not always reveal its meaning. Context generally reveals only one of the meanings of a word to the reader. Also, context seldom clarify the whole of any single word meaning. Vocabulary growth through use of context is gradual one. Finding one clue here and another there fitting them together and making tentative judgments and revising them later are required. d. Visual and other instructional aids and materials Visual aids should be utilized frequently, not only to illustrate the words that has been used but to suggest other words. Individual are helped in their word selection by special illustrative sentences, pictures and illustrations, or explanation that dramatize the meaning of particular word. e. Context areas In every subject field, teachers should develop vocabulary carefully. They need to be sure that words met in elementary mathematics, health, science, and social studies have real significance. The vocabulary problem is more acute in textbook than it is in general reading material. The selection of textbook that avoid complicated verbiage and explain new term clearly when they are introduced is one important way of reducing the vocabulary problem to teachable proportions. commit to user



f. Oral and written expressions Teachers should encourage variety in oral and written expression. A conscious effort needs to be made by the teacher to encourage use of words that express thought exactly, rather than words that perform omnibus service. g. Teacher-model The teacher can use new words, sometimes in reading aloud, sometimes in providing explanations. Particularly in the primary years, when most pupils are occupied with developing recognition of words already in their understanding, reading and speaking vocabulary, the teacher need to read and tells many stories to the group. In reading to children, it is inadvisable to simply the vocabulary. After reading a story, new words may be discussed and in later retelling or dramatization, the use of the new words should be encouraged. Pupils are great imitators and if the teacher employs good vocabulary, they tend to approach his levels of expressions. Allen (1983: 23-28) states about the more techniques for beginner classes namely: using commands, using real object, using communication experiences, and the value of pictures that the students draw. Harmer (1998: 162-163) differentiates a number of ways of presenting the sound of words: a. Through modeling Just as with structures, the teacher can model the word and then get both choral and individual repetition. When the teacher is modeling the word, he or she can use gesture, etc. to indicate the main stress in a word. commit to user



b. Through visual representation When teachers write up new words on the board, they should always indicate where the stress in the word is. They can do this by underlining. Example: photograph c. Through phonetic symbols Some teachers get their students to learn the phonetic symbols, at least for recognition purposes. Certainly, for more advanced students, a basic knowledge of the symbols will help them to access pronunciation information from their dictionaries. Meanwhile, Cross (1991: 5-10) proposed several ways of making clear the meaning of a word, and these may be used alone or in combination. a. Ostensive means Ostensive means by showing. Obviously, teacher can hold up things or point to objects in the classroom. This approach is widely used with beginner classes. Teachers need not limit ostensive techniques to only those things which can be found in the room. There are also ways to show the meaning of words and concepts from the world outside the school. 1) Realia The object of realia is real thing. Realia can often be brought to school or easily carried. Realia can create interest through imagination. 2)

Picture

Objects that are not easily carried or which are unavailable can be represented pictorially. For presentation purposes, simple pictures are better commit to user



because the focus is clearer and the meaning is less ambiguous. Teacher also can use imagination to help the students understand. 3) Body Body can be used to get meaning across. These are the techniques that the teacher can use: a) Facial expression, to know feeling. Example: happy, hot, angry, etc. b) Gesture, using hands and arms to show a range of meaning. Example: fast, small, wise, etc. c) Mime and actions, to show many verbs and some adverbs. Example: to eat, to wake up, slowly, etc. b. Verbal definition There are several ways to define the meaning of a new word using teacher‟s explanation. Teacher can use any of the following means to help comprehension. 1) Word sets Word sets are groups or related words. Teacher can use the words in a set that the students already know in order to continue new related words. Teachers can work in reverse to present a more specific word. For example, to present the word canary, could start from the already known concept of bird. 2) Synonyms Synonyms are words that mean more or less the same meaning. Synonyms are best shown on the board using the mathematical sign for equals. Example: shore

=

beach commit to user



unhappy

=

sad

3) Antonyms Antonyms are words that have an opposite meaning. The sign to indicate an opposite meaning is an equal sign crossed through. Example: hot full

≠ cold ≠ empty

4) Cognates Cognates are words in the students‟ own language that have the same or very similar form as the English word. If the students‟ mother tongue or second language is related to English there will be many of such words available and readily comprehensible. Example: book

-

buku

Bus

-

bis

5) Illustrative sentences Teachers can contrive a sentence or a sequence of sentences to create a linguistic context in which the meaning of the one unknown word is illustrated (becomes clear). Most words that cannot be explained in the easier ways above can be presented in this way. Example: My father hates potatoes, but he loves rice. He likes carrot, beans and most other vegetables, but he refuses to eat potatoes. He hates them. 6) Build on general knowledge Capitalize on what the learners know about the world. For example, the names of local towns and villages will help learners understand the difference commit to user



between near and not far from. The names of local streets will enable the teachers to introduce market place, roundabout, etc. Teachers can make use, too, of the students‟ interests and their knowledge of music or sports to introduce new words. 7) Scales Teachers can show the meaning of some types of words by sequencing them along a scale between two antonyms. For example between horrible and wonderful, they might have nasty, unpleasant, pleasant, and nice, in that order. Another example between never and always, they might have never, sometimes, often, generally in that order. 8) Translation Translation can be used when no easy alternative suggests itself. It is sometimes better to give the mother tongue equivalent, rather than to spend a great deal of time trying to define or show the meaning. 9) Audio presentation Many words are more easily presented by a tape recording than by the ways already described. Example: a horse galloping, children splashing in the water, a river gurgling 10) Running context Try to link all new words in some way. This adds interest, as the teachers tell what a little story becomes during or after the presentation stage. Supposing teachers were presenting flood, thunder, and collapse. The story of a storm with heavy rain which caused a house in the village to collapse would create interest as the three new words are introduced. Teachers would probably use a picture or commit to user



might bring in a pack of playing cards and build a card house to demonstrate the meaning of to collapse. The important thing is to assist the process of memorization by linking the lesson‟s new words in an interesting way if possible. All of those presentation techniques, either singly or in combination are useful ways of introducing new words. To make the words memorable, the teacher should use a media or teaching aid. In this research, the researcher chooses flashcard as media to improve the students‟ vocabulary mastery.

f. Difficulties of Vocabulary Related to the difficulties which might be faced by the students in vocabulary learning process, Thornbury (2002:27-28) propose seven factors of vocabulary which possibly share difficulties to the students. Those factors are: 1) Pronunciation Research shows that words that are difficult to pronounce one more difficult to learn. Potentially difficult word will typically be those that contain unfamiliar sound to some group of learners. 2) Spelling Sound spelling mismatch are likely to be the cause of errors either of pronunciation or of spelling and it can contribute to a words difficulty. 3) Lenght and Complexity Long words seems to be no more difficult to learn than short ones, but as a rule of thumb, high frequency words tend to be short in English commit to user



and therefore the learner is likely to meet them more often, a factors affecting their „learnability‟. Also, variable stress is polysillabbic words can add to their difficulty. 4) Also problematic is the grammar associated with the word. Especially if its differ from that of its L1 equivalent. 5) Meaning When two words overlap in meaning, learners are likely to focuse them. Make and do are a case in point. Word with multiple meaning such as since and still, can also be troblesome for learners. 6) Range, connotation, and idiomaticity Words that can be used in wide range of context will generally be perceived as easier than their synonym with narrower range. Those are the difficulties of vocabulary which can be encountered by the students, make teacher should pay much attention in the vocabulary mastery in the learning process.

2.

The Nature of Flashcards

a. The Definition of Media There are several definition of media proposed by some experts. One definition is proposed by Sadirman. He states that media is an equipment to send a message from sender to receiver the message (Sadirman, 1989:6). Associated in Sadirman (1989: 6) states that media is a means of communication not only printed but also audiovisual. Media should be manipulated saw, heard, and read. commit to user



In line with Arsyad (2005: 3) he states that media is the message mediator or companion from the sender to the receiver. From all of the theories can be concluded that media is an equipment that is used by the teacher in teaching learning process to send the topic materials. Media is used to send the message or materials in visual and or audio visual. Based on the development of media, especially education media is only a teaching aid for the teacher in the teaching learning process. The aids that are used are visual, for example pictures or other aids that can be used to give real experience and also giving motivation in studying. As a teaching aids in learning process, media is used as a means to present and send messages, so media can be deputized the teacher in giving information in details, clear, and interesting. Teaching learning process is a communication process that is sending a message from the source of message to receiver the message by certain media (Sadirman, 1989: 11). Based on those definitions, the writers conclude that the definition of media ia a means to send message from the sender to receiver. Teaching learning process is a process of communication, transferring message from teacher to students. Therefore, the teacher needs media to transfer the materials. It is an equipment to help teacher in teaching learning process.

b. The Function of Media Sadirman (1989: 16-17) states that there are several functions of education teaching learning process, they are: commit to user



1) Clarifying the message so it does not verbal 2) Solving the limitation of room, time, and sense. 3) Using the education media exactly and variation can solve passive students in the teaching learning process 4) Giving motivation in studying 5) Making interaction between students and real environment 6) Making the students to study themselves based on their ability and enthusiasm 7) Improving communication ability of students Media has important function in teaching learning process. Students can learn effectively and efficiently by using media. It hopes that using media in every activities in teaching learning process can be hold. The important of media can be seen from its roles and functions in education. In general, the benefit of media in the teaching learning process is to facilitate the interaction between teachers and students so that learning process will be more effective and efficient. Despite, in particular there are some benefits in detail, Kemp and Dayton (1995) for example, identifies some of the benefits of media in teaching learning process, namely: 1) Submission of the subject matter can be made uniform 2) The learning process becomes more clear and attractive 3) The learning process becomes more interactive 4) Efficiency in time and effort 5) Improving the quality of student learning outcomes commit to user



6) Media allows the learning process can be done anywhere, anytime 7) The media can foster a positive attitude toward the material and the students'

learning process

8) Changing the role of the teacher towards a more positive and productive From the definition above, it can be concluded that the function of media in the teaching learning process is to send or deliver the materials from the teacher to the students in interesting, effective, and efficient way.

c. Kinds of Media Learning Media are so many types and kinds. Begin with the most simple and inexpensive small to medium sophisticated and expensive. There is a medium that can be created by teachers themselves, there are media produced by the plant. There are media that are already available in the immediate environment can be utilized, some media are intentionally designed specifically for learning purposes. Arsyad (2004: 29) says that media is an instructional component including message, person, and tool. In its development, teaching media have been influenced by the development of technology. Arsyad differ the teaching media based on technology development into some kinds, those are printed media, audio-visual media,computer media, and printed computer media In addition, Seels and Glasgow in Arsyad (2004: 33-34) states that media can be classified into three categories: visual,audio, and audio visual. 1) Visual media There are two kinds of visual media: those are unprojected meida and commit to user



projected media. a) Unprojected media Unprojected media can be divided into three, those are realia, model, and graphic (1) Realia : the object must not be presented in class, but students should be able to see and observe them. Example: the students observe the ecosystem, plant, the difersity of living things, animal, etc. These media are able to give real experiences to the students. (2) Model. It is the immitation of the real thing or real object which presented in three dimension form as subtitution of the real thing. This medium helps the teacher to present the object that can not be brought into the class. For example: degestin system, respiratory system, and excretion system (3) Graphic. The function of graphic is to catch the students‟ attention, clarify the lesson, and illustrate the fact or forgettable concept. There are two kinds of graphic, such as picture, sketch, scheme, chart, and graph. b) Projected Media There are two types of projected media, those are transparency of OHP and bordered film or slide. (1) Transparency of OHP. This is state as the real media because the teacher must not change the lay out of the class and still able to commit to user



face the students. Transparency media include software (OHT) and hardware (OHP) (2) Bordered film or slide. This is a transparent fil that usually has measurement of 35mms and border 2x2 inches. The use of this medium is the same as OHP, but the visualization of this medium is better than OHP 2) Audio media There are two kinds of audio media that are commonly used, they are: a) Radio It is an electronic tools that can be used to listen to the news, music, new important event, life problems, etc. b) Audio cassette Audio cassette is a cheaper audio tools than others because the supplying and the treatment cost are relatively cheap. 3) Audio-visual media There are many kinds of audio-visual tools such as video and computer. a) Video Video is a kind of audio-visual media besides film. In teaching learning process, this tool is usually presented in the form of DVD or VCD. b) Computer This tool has all of the benefit of the other media. Computer is able to show text, pictures, sound and picture, and can also be used commit to user



interactively. Even, computer can be connected to the internet to browse the unlimited learning sources.

d. The Definition of Flashcard Flashcards may be presented as illustrated cards or cards with words on. Flashcards offer valuable classroom exploitation and if they are not available as a part of the course materials, it would be worth making your own as part of classroom work. Haycraft (1978: 102) defines flashcards as a card on which words and/ or pictures are printed or drawn. Another expert House (1994: 90) states that flashcards are cards with pictures and/or words for use in classroom, either by the teacher, e.g. in drills, or by the students, e.g. in games. In the Oxford Advanced Learner‟s Dictionary (1995: 94) flashcard is defined as a card with a word or words and sometimes a picture on it. Urbom (1998: 87) says that flashcard is a card with a word or words, number, or a picture on it that you look at to help you learn or remember. In line with them, Doff (1998: 129) states that flashcards are cards with simple picture (or words or numbers) which can be held up by the teacher or given out to students to use in pair or group work. In conclusion, flashcards are cards with a word or words, number, or a picture on it for use in the classroom by the teacher and students that help learners to learn and memorize new words. commit to user



e. Types of Flashcards In general, there are some types of flashcards proposed by some experts (Haycraft, 1978: 102-106 and Bowen, 1995: 27-29). The types are as follows: a. Word flashcards These are cards on which words have been printed. When practicing word order, the teacher can use a number of cards representing all the words in a sentence. Word flashcards can also be used to practice structure. The use of word flashcards may be general or specific. Some general uses are as follows: 1) They can be held up to highlight a structure or function. A flashcard is held up with the marker sentence or phrase on it, e.g. „Have you ever been to . . .?‟ or „I wouldn‟t do that if I were you‟. 2) They can be used to vary substitution or work at the practice stage of a lesson. Instead of writing substitution table on the board, flashcard cues are held up, the stuck into a wall or display board for consolidation work. 3) They can be used for elementary reading comprehension exercises. For instance, commands can be printed on cards and held up for the class to read and obey. 4) Cards placed on display in random order can be used by the students to compose a sentence. The students write their sentences, then read them aloud. Word flashcard can be used more specially to practice particular language items such as the followings: 1) They can be used to practice adverbial clauses. Words such as „when‟, „after‟, commit to user



„as soon as‟, while‟, „till‟, „until‟ are printed on separated cards. A story is drawn on the board or displayed as pictures and the students tell the story using the words as the teacher holds up them up; or students may be given the flashcards in advance and ask to show them to the class as they contribute parts of a story. 2) Connectives such as „next‟, „soon‟, „then‟, „suddenly‟, „gradually‟, „eventually‟, „after a while‟, and „finally‟ may be used on flashcards in the same way. 3) A random collection of verbs, nouns, adjectives, and adverbs can be printed on the flashcards and used for exercises in identifying parts of speech. b. Picture flashcards Picture flashcards are useful for presenting, practicing, and revising vocabulary or as a prompt for other activities; for example, to illustrate the characters in the dialogue to help the students improvise. Picture flashcards must be small enough to handle easily or big enough for class to see. Home-made cards are quite adequate and can be made to suit a specific teaching point. Picture flashcards are most suitable for representation of a single concept, such as an object or an action. It is best to use picture flashcards for the revision and practice of previously taught language, rather than for presentation of new items. Here are some suggestions for the use of picture flashcards: 1) The teacher makes a statement about the picture, e.g. „He‟s running‟. The class repeats the sentence only if it is true. In this way an element of interest commit to user



can be added to choral drilling. 2) The teacher has two identical packs of cards. He/she keeps one pack and distributes the other around the class, with each student receive one, two, or three cards. The teacher looks at the first card in his pack and says, „It‟s an apple‟. The student who has an identical card holds it up and repeats the sentence after the teacher. The teacher then continues with the other cards in his pack. 3) The teacher shows a number of cards representing actions to the class. He then selects one and, concealing the picture from the class, asks them to guess what it is. The students ask questions such as „Is he reading?‟. When a student guesses correctly he comes to the front of the class and takes over teacher‟s role. 4) Flashcards with pictures on both sides can be used in several ways: a) To reinforce contrast, e.g. „She can swim./She can‟t play tennis. He likes tea. / He doesn‟t like coffee.‟ b) To compare two senses, e.g. a card with a picture of a doctor on one side and the same woman having a bath on the other can be used to practice „She‟s a doctor. She‟s having a bath.‟ c) To practice compound sentences, e.g. „He was watching television when the door opened‟. 5) Picture flashcards can be combined with word flashcard. The teacher divides class into two teams. A student on one side flashes a picture card and a student on the other finds the appropriate, or vice versa. commit to user



6) Everyone in the class, including the teacher, has picture. The teacher holds up his picture for the class to see and begins to invent a story including the person, object, or action on his card. He then points at random to a student who must continue the story including what is on his picture, and so on. 7) The teacher gives a student a picture situation, e.g. a dentist extracting a tooth. The student must mime the situation, while the other try and guess what is going on. When someone guesses correctly, he goes to the front of the class and is given a different picture to mime. The teacher can choose to make and use the cards using only illustrations, only words, or illustration and words. This will depend on the ability and age of the students. The younger the children, the less likely they respond to words only. The picture or illustration on the card should be attractive, a lot of fun and large enough for the whole class to see. If the teacher wants to make her own flashcards, she should consider whether the picture or illustration on the card can convey the meaning clearly or not. The cards themselves also need to be durable as some children will destroy thin and weak cards quickly. In this research, the researcher choose to use picture flashcards since children respond language well through concrete things (visual things) rather than abstract things. Picture flashcards offer visual aids which concerning with sight, so that the learners can see that help in the teaching process.

f. Teaching Steps by using Flashcards According to Ann Logsdon, teaching steps in using flashcards are: commit to user



1) Sit comfortably facing your students 2) Arrange the flashcards in the order you would like to present them 3) Starting with the first flashcard, hold it up so your students can clearly see the front; keep the back of the flashcard toward you so your students cannot see it 4) If appropriate, read the flashcards in front of your students two or three times, pronouncing it clearly. For example, you may read a math problem or a question from the flashcard front. Get the class to repeat the new word a few times. Check the pronunciation carefully. Keep the cards in front of the students, so that they can associate sound and meaning. Wait three full seconds 5) Ask the students to read aloud the word written in the card without distorting the pronunciation. First, choose two or three individuals to say it and then get the chorus repetition, so that everyone in the class has the opportunity to associate the written form with the pronunciation 6) If your student gives a correct answer, place the correctly answered flashcard in a pile on your left 7) If your students give an incorrect response or no response, tell him/them the correct answer, and place this flashcard in a pile on your right side 8) After you have finished showing your students all of the flashcards, you may continue your flashcard teaching session by using the stack of incorrectly answered cards. Continue the same manner, placing correctly answered flashcards on the left and incorrectly answered flashcard on the right 9) After you have finished meaning, spelling, and pronunciation session, commit to user



continue to associate the words to the word use. Open the illustrative sentence on the cards, so that the meaning will be clear to anyone reading the notes afterwards. After that, put the cards into the blackboard, let the students makes their own illustrative sentence in their excercise book with the teacher as the consultant 10) Once your student has mastered the full set of flashcards, practice them periodically to ensure your students remember them. According to Ann Logsdon, teaching steps in using flashcards are: 1) Gather your flashcards 2) Holding up a flashcards in front of your students 3) Elicit vocabulary if possible and if they don‟t know it, just give it to them 4) Model the pronunciation clearly (at least twice) 5) Get the students to repeat (twice or three times or more) 6) Listen carefully to the pronunciation and correct where necessary 7) Go back to the top of the list of items and drill through 8) Re-drill the latest item. Based on the theories above, the researcher chooses to use the combination of both theories, they are as follows: 1) Sit comfortably facing your students 2) Arrange the flashcards in the order you would like to present them 3) Starting with the first flashcard, hold it up so your students can clearly see the front, keep the back of the flashcard toward you so your students cannot see it 4) Model the pronunciation clearly (at least twice) commit to user



5) Get the students to repeat (twice or three times or more) 6) Listen carefully to the pronunciation and correct where necessary. Keep the cards in front of the students, so that they can associate sound and meaning. Wait three full seconds 7) If your student gives a correct answer, place the correctly answered flashcard in a pile on your left 8) If your students give an incorrect response or no response, tell him/them the correct answer, and place this flashcard in a pile on your right side 9) After you have finished showing your students all of the flashcards, you may continue your flashcard teaching session by using the stack of incorrectly answered cards. Continue the same manner, placing correctly answered flashcards on the left and incorrectly answered flashcard on the right 10) Go back to the top of the list of items and drill through 11) After you have finished meaning, spelling, and pronunciation session, continue to associate the words to the word use. Open the illustrative sentence on the cards, so that the meaning will be clear to anyone reading the notes afterwards. After that, put the cards into the blackboard, let the students makes their own illustrative sentence in their excercise book with the teacher as the consultant. g. The Advantages and Disadvantages of Flashcards Based on some experts (Haycraft, 1978: 102; Cross, 1991: 120; Schmitt and McCarty, 1997: 215), there are some advantages and disadvantages of using flashcards in language teaching:

commit to user


a.


Advantages of flashcards (1) Flashcards can be used for consolidating vocabulary. They are great way to present, practice, and revise vocabulary, because flashcards with visual related to word or meaning of both in different color respectively, help in remembering the words. (2) Flashcards are motivating and eye-catching. Colorful flashcards can motivate the students, make them want to pay attention and want to take part in teaching and learning process. (3) Flashcards are effective. They can be used for any level student. (4) Flashcards can be taken almost everywhere and studied when are has free moment. (5) Flashcards can be arranged to create logical grouping of the target words. (6) Flashcards are cost effective/inexpensive. The teacher and the students can make their own flashcards without having to spend a lot of money. (7) Flashcards provide visual link between L1 and the target language. Since everything cannot be brought into classroom, flashcards provide opportunity to approximate reality and present vocabulary to the students. (8) Flashcards can also be used for practicing structure and word order or for a variety of games.

b.

Disadvantages of flashcards (1) They do not convey root word such as affixes. (2) They are not good for memorizing long pieces of knowledge. commit to user



(3) They are not good for memorizing visual information like map. (4) They are easy to loose and easy to break since it is made from paper in small size. In conclusion, flashcards will give a significant contribution to the success of teaching vocabulary. They have a great power in motivating and stimulating the students. The teacher, therefore, is encouraged to use flashcards in teaching the students, especially to young learners. Moreover, it will be better if the teacher also vary the activities using flashcards.

3.

Classroom Climate According to Sinclair and Frasser in Leone (2009: 50-51) there are five

variables contributing to classroom climate: a) cooperation, b) teacher support, c) task orientation, d) involvement, and e) equity. Those variable extent to the students‟ achievement in achieve the learning objectives. Those are can not be separated from the classroom climate. Classroom climate very significant in the teaching and learning process. It can support the students‟ achievement. Classroom climate has significant influence for the students in achieving the learning objectives. As stated by Sinclair and Frasser in Leone (2009: 50), classroom climate can be defined as the classroom environment involving the shared perceptions of the students and the teacher. The climate can be seen from the students and the teacher‟s perception in learning process. Good perception will happened when the students looked very enthusiastic and active in the teaching learning activities and commit to user



the teacher also creates the various activities by using interesting media and materials. Whereas Krishnamurthy and Flower (2012: 1) state that classroom climate is the most important part of teaching. It is indispensable to create a climate that support learning process. Classroom climate sometimes is referred to as the learning environment, as well as by term such as atmosphere, ambience, ecology, and milieu. Meanwhile, bad perception will happened when the students are not enthusiastic and interestedin join the teaching learning process. They do not pay attention to the teacher‟s explanation, and there is no interaction between the students and the students between the teacher. The class looked not alive and boring. Moreover, Benner et al quoted by Leone (2009: 41) also stated that school and class climate is linked to academic achievement. The possitive and negative classroom climate in teaching learning process affected the students‟ achievement and score. There are several variables contribute to a possitive classroom climate.

D.

Review of Related Research The first relevant research was done by Pratiwi Amelia from University of

Ahmad Dahlan Yogyakarta in 2012. The research was conducted in the eight grade students of Junior High School in Riau Silip Bangka. This research was carried out to determine the effectiveness of teaching vocabulary to young learners by using flash cards. The research was an experimental study. The research subjects are divided into two by using simple random sampling. The first group as the experimental group taught by using flashcards and the second group as the control group taught without using flashcards. The objectives of the study commit to user



was answered by applying statistically data. The result of the statistical data analysis shows that the frequency distribution of the mean score of the experimental class was higher than the frequency distribution of the mean score of the control class. It means that this research proves that teaching vocabulary by using flash cards is more effective than those who are taught without using flash cards The second research was conducted by Mubarokah from STAIN Pamekasan in 2011. The research was conducted in the first grade students of Elementary School in Pamekasan. There are three problems which want to be answered through this research, they are teaching vocabulary by using flash cards, the goodness of the flash cards in encouraging the students‟ vocabulary mastery, and the students response on teaching vocabulary through flash cards. This research proves that teaching vocabulary by using flash cards can be applied through games, listen and repeat, elicitation, and memorizing activities. The use of flash cards encouraged the students‟ vocabulary mastery. The students response on teaching vocabulary by using flash cards was very good. The third research was conducted by Siti Aisyah from STKIP Siliwangi Bandung in 2012. The research was conducted in the pre-school students in Pandakasih Cimahi. This research was carried out to determine the effectiveness of teaching vocabulary to young learners by using flash cards and songs. This research proves that teaching vocabulary by using flash cards and songs is more effective than those who are taught without using flash cards and songs. The fourth research was conducted by Aschurotun Nadziroh from STAIN commit to user



Salatiga in 2010. The research was conducted in the fourth grade students in Bandungan Salatiga. The purpose is to find out whether flashcards can improve the students‟ interest to study English and to find out whether flashcards can improve students‟ vocabulary mastery. This research proves that teaching vocabulary by using flash cards can improve students‟ interest to study English and improve students‟ vocabulary mastery. The fifth research was proposed by Elsa Ulifatul Zetina from Islamic University of Malang in 2010. The research was conducted in the fourth grade students in Bantur Malang. The purpose is to improve the students‟ vocabulary mastery. This research proves that teaching vocabulary by using flash cards can improve students‟ vocabulary mastery. Based on the finding of the study, the researcher recommend for teacher to use flash cards as teaching media. It was done to made the students‟ more interested in the lesson and they can get the lesson well. The sixth research was conducted by Marina Dodigovic from Department of English, Culture and Communication Xi'an-Jiaotong Liverpool University, China in 2013. This article describes a technology-supported deliberate vocabulary learning study, involving students enrolled in various university preparation programs in Qatar. In this study, which uses a within-sample design, the students‟ vocabulary was pre-tested at the beginning of the academic year. Having identified the most useful vocabulary for this group of learners, both the instructor and the students designed interactive flashcards, using an online tool called WordChamp. The learning outcomes were tested under three conditions: 1) commit to user



learning vocabulary without cards, 2) learning vocabulary with teacher-designed cards and 3) learning vocabulary with self-designed cards. At the end of the semester, the vocabulary test was administered again, establishing not only a statistically significant improvement in target vocabulary learning, but a significant difference in the effectiveness of the three approaches. While both the contrast procedure and learning with teacher-designed cards were similarly effective, learning with self-designed cards was less effective, at a statistically significant level. This thesis deals with teaching vocabulary by using flashcards to improve students‟ vocabulary mastery. I used an action research method at SDN 1 Sindon Ngemplak Boyolali. To complete the previous research, she uses some ways to improve students‟ vocabulary including the meaning, pronunciation, spelling, and using the words in sentences. This research develops the media used by the previous research. In the previous research disscused about the use of flashcards in the teaching learning process to improve vocabulary mastery. Some of them used flashcards as the teaching media. Based on the previous research, the researcher used flashcards to improve students‟ vocabulary mastery in the teaching learning process. The teaching media used in this research is expected to help the students master the four aspects of vocabulary mastery, namely: identifying meaning, pronunciation, spelling, and using words in sentences.

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E.


Rationale In learning English, there are some difficulties faced by the students. The

problems which were observed during the process of teaching and learning in SD N 1 Sindon are: (1) the students get difficulties in grasping and memorizing the meaning of the words; (2) they got difficulties in pronouncing the words correctly, (3) they found it is hard to write down the words correctly; and (4) they found it is hard to use the words in other context. Finally, the students had difficulties in doing exercises. They also became uninterested and less motivated in learning English as their stigma that English lesson is a difficult subject matter. Those all made their achievement became low and caused failure in teaching and learning process. The cause of the problem came from the teacher, the students, outside the teacher and the students. From the teacher‟s side, the teacher‟s way of teaching vocabulary affected the students‟ vocabulary mastery. Speaking too fast, unclear explanation and monotonous technique used by the teacher discouraged students to learn vocabulary. The teacher hasn‟t found a good method how to teach vocabulary to students. The students just study in the classroom by using limited sources such as students‟ exercise book (LKS). The students‟ activities just focusing on reading the materials from LKS, imitating the teacher in reading the vocabulary, and do the exercise. The teacher seldom uses the media in the classroom. To make the students easier in understanding English, using media is very important, because it will be more interesting for the students. Without using good media the teaching learning process become boring. commit to user



From the students‟ side, the problems which were observed during the process of teaching and learning in SD N I Sindon are: (1) the students were not interested in English. They thought that English is a difficult subject because the way to pronounce and write is very different, (2) the students could not arrange the English words correctly, teacher still helps them to make a correct word arrangement when the teacher asked one of the students to come in front of the class to do their teacher‟s command, (3) the students could not remember the English words form well because the teaching and learning process is only two hours in a week, (4) the students having difficulties in pronouncing the English words because of their mother tongue that is Javanese, English is still strange for them. The next cause was from the outside of the teacher and the students. It came from the material and the atmosphere of the class. The material used was not interesting, such as the text containing unfamiliar words, made the students feel burdened and hard to learn. Besides, the unsupported classroom atmosphere was a negative contribution to students‟ learning. To overcome the problems above, here, the writer decides to use flashcards as teaching aids to improve vocabulary mastery. Flashcards are suitable with children characteristics that love fun activities and interesting media in their learning process. Flashcards can be used for consolidating vocabulary. They are great way to present, practice, and revise vocabulary, because flashcards with visual related to word or meaning of both in different color respectively, help in remembering the words. Colorful flashcards can motivate the students, make them commit to user



pay attention and take part in teaching learning process. Flashcards can be used for consolidating vocabulary, practicing structure and words order or a variety of games. By watching picture flashcards, the students will be easier in remembering the meaning of a new words, by imitating the teacher in reading a new English word, they will be easier in pronouncing a new word, by reading the words in flashcards, the students will be easier in remembering the written form of a word, and the last, by reading the illustrative sentence in flashcards, they will be easier in learning how to use a word. Activities in using flashcards can be: (1) Memory activities, (2) drilling activities, (3) identification activities, and (4) TPR activities. Then, it will be advantageous if the teacher uses flashcards to improve the students‟ vocabulary mastery. Therefore, the writer assumes that by using flashcards in teaching and learning process, the students‟ vocabulary mastery of elementary school, can be improved.

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CHAPTER III RESEARCH METHODOLOGY

A. The Context of the Research 1. The Setting of the Research In this study, I used the third grade of SDN 1 Sindon as the place of the research where the writer teaches English. It is located at Sindon Village, Sindon, Ngemplak, Boyolali. There are six grades of class in SDN 1 Sindon, each class consist of ten to twenty students. Based on the academic achievement, this school can be categorized in the low level. According to the final examination, the rank of this school is twenty from thirty three elementary school in the regent. The research was carried out in March 2014 – June 2014. The observation of the classroom to take the research data was conducted in April 2014 – June 2014. The detailed research schedule is in the following table: Table 3.1 Schedule of the Research No. 1. 2. 3.

Activity Identifying Problems Planning Acting

Time of Research March – April 2014 April 2014 May – June 2014

2. The Subject of the Research The subject of this research was the third grade students of SDN 1 Sindon. There were 13 students in this class. It consists of 8 boys and 5 girls. From the result of the pre-observation there were only some students in the class who had high intellegence. Psychologically, the students‟ curiosity and commit to user

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motivation were still low. Actually, the students of this class were little bit noisier than the students of other class. That is why some times the teacher has difficulty to manage the class.

B. The Method of the Research 1.

Action Research

This research used a classroom action research. A form of research which is becoming increasingly significant in language education is action research. This research has been defined in a number of different ways. Kemmis and McTaggart (1998) in Nunan (1992: 17) argue that the three defining characteristics of action research are that it is carried out by practitioners (for our purposes, classroom teachers) rather than outside researchers; secondly, that it is collaborative; and thirdly, that it is aimed at changing things. The real point about action research is that it is closely tied to the particular interests and needs of particular teachers-but these require the same kind of careful support as any other serious investigation. Action research, on the other hand, is less interested in obtaining generalizable scientific knowledge than knowledge for a particular situation or purpose. Action research is situational, or context-based, collaborative, participatory, and self-evaluative. They go on to suggest that action research can be utilized towards five general ends: 1. As a means of remedying problems diagnosed in specific situations, or of improving in some way a given set of circumstances. 2. As a means of in-service training, providing teachers with new skills and commit to user



methods and heightening self-awareness. 3. As a means of injecting additional or innovative approaches to teaching and learning into a system which normally inhibits innovation and change. 4. As a means of improving the normally poor communications between the practicing teacher and academic researcher. 5. (Although lacking of rigor of true scientific research) as a means of providing an alternative to the more subjective, impressionistic approach to problem solving in the classroom. Wiersma (2000: 11) states that action research is conducted by a teacher, administrator, or other educational professionals to aid in decision making in the local school. Action research focuses on the solution of day-to-day problems at the local level. Mills (2000: 5) states that the action research is a systematic inquiry done by teachers or other individuals in teaching or learning environment to gather information about and subsequently improve the ways their particular school operate, how they teach, and how all their students learn. Meanwhile, Ebbutt (1985) in Hopkins (1993: 45) states action research is about the systematic study of attempts to improve educational practice by groups of participant by means of their own practical actions and by means of own reflection upon the effects of those actions. Cohen and Manion (1985) in Nunan (1992: 18) offer a similar set of characteristics. They argue that action research is first and foremost situational, being concerned with the identification and solution of problems in a specific context. They also identify collaboration as an important feature of this type of commit to user



research, and state that the aim of action research is to improve the current state of affairs within the educational context in which the research is being carried out. From the definitions above, it can be concluded that action research puts the role of the teacher at the center of the process to develop educational problemsolving in order to improve the quality of education. Table 3.2 Several features of action research Duration Project Size Context Key Investigators Ethical Consideration

Focus Design Research Tools and Data Collection Result

Sharing of Result

Usually conducted over a short period of time. Usually small-skill Classroom-based or school-based and may involve one or more school contexts usually within the same region Involves one or more teachers from a school or several schools. Usually informal consent is given as the students participation is known to the teachers and the purpose is beneficial to the parties involved. Investigates one or more practical teaching/learning factors. Practical and manageable in design to allow for teacher (s)‟ workload and teaching purposes. Utilizes one or more research tools to collect and analyze the data. Usually localized to a specific class/teaching/learning community or context with practical implications. Usually simple and straightforward procedures. May be formal or informal and reported in local or international referred journals for the benefits of those who teach.

Tinker Sachs (2007: 71) Stenhouse (1975: 143) states that the uniqueness of each classroom setting implies that any proposal-even at school level-needs to be tested and verified and adapted by each teacher in his own classroom. The ideal is that the curricular specification should feed a teacher‟s personal research and development program through which he/ she is increasing his/ her understanding of his/ her own work and hence bettering his/ her teachingg. It is not enough that teachers‟ work should be studied: they need to study it themselves. Hook (1981: 23) suggests that a knowledge of and expertise in classroom commit to user observation will provide teachers with:



1. The ability to monitor and describe both their own and their pupils‟ activities and behaviors; 2. An understanding of instructional methods and materials and their application; 3. An awareness of the relationship between classroom behaviors and pupil growth; 4. The ability to modify or change their behaviors on the basis of their understanding of classroom settings. In this study, the classroom action research was conducted to solve the problems that appear during the process of teaching and learning in the classroom. Find out what was happening in the classroom and use the information that teachers got to make a decision for the next cycle. The classroom action research was carried out by the teacher herself as researcher and helped by an observer from another school by using flashcards as the teaching media in teaching English vocabulary to elementary school students. The reflection showed whether flashcards can help the children to improve their vocabulary mastery and the class situation in learning English.

2.

The Model of Action Research

The model of action research in this classroom action research is developed by Lewin in Penelitian Tindakan (Action Research) written by Tim Pelatih Penelitian Tindakan (2000: 11). Based on the model, there are four steps in implementing the action research: (1) planning; (2) acting; (3) observing; and commit (4) reflecting. The cycle of research steps to canuser be visually seen as follows:



Cycle 1.

3.

Cycle 2.

The Procedures of Research

In this classroom action research, each procedure takes six steps that form one cycle. They are as follows: a. Identifying the Problem The teacher identified the problems first before planning the action. The problems refer to the factors that made the students difficult to master vocabulary during the previous lesson. To know the problems, the teacher used 2 techniques, namely: 1) Using test In this test, the teacher used oral test and written test. Oral test was to know whether the students‟ pronunciation was correct or not, while the written test as pre-test and post-test to know the students‟ ability to master vocabulary, including: understanding the meaning, spelling, pronouncing, and using the words. commit to user



2) Observation and interview The teacher observes and interviews the students‟ behavior during the lesson to know the problems and the causes of the problem faced by the students in learning vocabulary. b. Planning the Action The teacher prepared everything related to the action as follows: 1)

Prepared materials, made lesson-plan, and designed the steps in doing the action.

2)

Prepared sheets for classroom observation, questions for interview, and questionnaire. It was prepared for knowing the situation of teaching and learning process when the media was used.

3) Prepared teaching aids, namely flashcards. 4) Prepared test. It was prepared to know whether the students‟ achievement in learning English improved or not. Therefore, it could be identified how effective of the teaching media. c. Implementing the Action The teacher implemented the teaching and learning activity of vocabulary using flashcards. d. Observing/Monitoring the Action The teacher recorded the important occurrences during the teaching learning process. Her collaborator helped her to observe student‟s activities during the teaching learning process. Therefore, she give some inputs or suggestions. She notes the lack and superiority of the lesson plan using flashcards as teaching commit to user



media. She noted the result of the observation during the teaching learning process. e. Evaluating and Reflecting the Result of the Observation The teacher made an evaluation based on the observation, interview, pretest, and pos test to find the weaknesses of the activities that had been carried out in using flashcards in teaching vocabulary. The weaknesses could be revised in the next cycle. f. Revising the Plan Based on the weaknesses found from the previous activities, I revised the plan for the next cycle.

C. Techniques of Collecting the Data It was very important to collect data in a research because the data were used to get the result of the research. In this classroom action research, the instruments of collecting the data used by the teacher are observation form, questionnaire, interview, and a test. 1.

Observation The observation was done by collaborator as the observer and the teacher

herself. In this way, the observer observed all activities done in the process of teaching and learning vocabulary mastery by using flashcards. The teacher made field notes based on the result of the observation.

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2.


Questionnaire The teacher as the researcher gave questionnaire to the students about the

English lesson, the benefits they got, the problem faced, and the equipment used. It was given at the pre-research observation and after conducting the action. 3.

Interview The teacher as the researcher gave some questions to the students about the

English lesson; before, during, and after she implements flashcards as teaching aid in teaching vocabulary, the benefits they got, the problem faced, and the equipment used. It was given at the pre-research observation and after conducting the action using flashcards. 4.

Teacher-Diary The teacher as the researcher writes teachers‟ diary to record what was

happened in the classroom during teaching learning process. Teachers‟ diary provides a written document of what happened in class. It is used to know all activities during the students do vocabulary class in every meeting, for example: students‟ activeness, students‟ mastering in vocabulary, students‟ learning progress.

D.

Techniques of Analyzing the Data There were two techniques in analyzing the data: qualitative and

quantitative. In analyzing qualitative data, the writer analyzed the improvement of the students vocabulary mastery by identifying appropriate data analysis and data interpretation techniques. Mills (2004: 105-109) explains that qualitative data commit to user



analysis techniques have eight steps namely: 1. Identifying theme The first step was analyzing data by determining themes. I had to consider literature review and the data collection such as survey response. The theme was the students‟ vocabulary mastery. 2. Coding surveys, interviews, and questionnaires Coding was the process of trying to find pattern and meaning in data collected through the use of surveys, interviews, and questionnaires. After the data were analyzed, it needs to reduce the data to a manageable form. 3. Asking key questions Key questions involves who, what, where, when, why, and how of the educational process. 4. Doing an organizational review It was undertaking an organizational review that was focused on the following features of the organization such as a school, vision, mission, goal, strructure, of the organizations, operation, problems, issues, and concern. 5. Concept mapping It was visualized the major influences that have affected the study. It gave participants an opportunity to display their analysis of the problem. 6. Analizing antecedents and consequences It was a process of mapping antecedents (causes) and consequences (effects) to help action researcher identify the major elements of their analysis. commit to user



7. Displaying findings It was important to summarize the information that has been collected in an appropriate format that the analyst can share with colleagues. 8. Stating what is missing The researcher found the pieces of information which were still missing and identified the problems remained in order to avoid premature judgement. The quantitative data were analyzed by comparing the mean score of the pre-test and the post-test to know the difference before and after the cycle. In analyzing the data in the form of numbers as the result of the test, the researcher compared the mean score of the pre-test and the post-test. The improvement could be seen from the score in post-test which should be higher than the score in the pre-test. The mean score of pre-test and post-test can be calculated with the formula as follows: X 

X

Y

N

Y N

in which,

X

= Mean of pre-test scores

Y

= Mean of post-test scores

N

= number of pairs

Furchan (2004:158)

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the result of the research covering some findings and discussion about the use of flashcards to improve students‟ vocabulary mastery. This chapter covers introduction, research implementation, research finding, and discussion. Each cycle of the research implementation which consists of planning, acting, observing and reflecting is described in chapter IV.

A. Introduction From the pre-research I have done before, a problem was identified. From pre-test, pre-observation, and interview done in pre–research, I found the fact that the third grade students of SD Negeri 1 Sindon had a problem with vocabulary mastery. There were some facts that indicated the problem, they are: (1) the students get difficulties in grasping and memorizing the meaning of the words; (2) they got difficulties in pronouncing the words correctly, (3) they found it is hard to write down the words correctly; and (4) they found it is hard to use the words in other context such as in making simple sentence. Finally, the students had difficulties in doing exercises. They also became uninterested and less motivated in learning English as their stigma that English lesson is a difficult subject. Those all made their achievement become low and caused failure in teaching learning process. It could be seen from the students‟ achievement in vocabulary mastery. commit to user

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Their mean score of pre-test was 54.83. It was lower than the passing grade which is 65.00. The cause of the problem came from the teacher, the students, outside the teacher and the students. From the teacher‟s side, the teacher‟s way of teaching vocabulary affected the students‟ vocabulary mastery. Speaking too fast, unclear explanation, and monotonous technique used by the teacher discouraged students to learn vocabulary. The teacher hasn‟t found a good method how to teach vocabulary to students. The students just studied in the classroom by using limited sources such as students‟ exercise book (LKS). The students‟ activities were just focused on reading the materials from LKS, imitating the teacher in reading the vocabulary, and doing the exercise. The teacher seldom used the media in the classroom. The monotonous process of learning made students discouraged to learn. From the students‟ side, (1) the students were not interested in English. They thought that English is a difficult subject because the way to pronounce and write is very different, (2) the students could not arrange the English words correctly, teacher still helped them to make a correct word arrangement when the teacher asked one of the students to come in front of the class to do their teacher‟s command, (3) the students could not remember the English words form well because the teaching and learning process is only two hours in a week, (4) the students had difficulties in pronouncing the English words because of their mother tongue that is Javanese, English is still strange for them. commit to user



The next cause was from the outside of the teacher and the students. The material used was not interesting, such as the text containing unfamiliar words made the students feel burdened and difficult to learn. Besides, the unsupporting classroom atmosphere was a negative contribution to students‟ learning. All those factors indicating the low students‟ vocabulary mastery were also supported by the result of the pre-test. The mean score of the pre-test was 63.68. The pre-test consists of four aspect of vocabulary mastery. They are: meaning, pronunciation, spelling, and use of words. Finally, I had the basis information from the explanation above to use flashcards as a teaching media through a classroom action research as the solution to solve the problem. I offered this teaching media with consideration that flashcards provided an interesting material for young learner. Flashcards are some kinds of media that can be used by the teacher in the classroom. They can increase students span of attention and concentration to study new words in English, as stated by Haycraft (1978: 102) flashcards can be used for consolidating vocabulary, practicing structure and words order or a variety of games. The use of flascards is related to the characteristics of elementary school students as children who commonly feel interested in something with attractive shapes and colour. In this action, I had some targets to achieve by using flashcards in teaching vocabulary. In accordance with what had been mentioned above, the first target dealt with academic achievement that was the improvement of students‟ vocabulary mastery. The second one was to improve the class situation by using flashcards. From on the problem and the targets the researcher wanted to achieve, commit to user



I planned to conduct an action to both solve the problem and achieve the targets.

B.

Research Implementation In this classroom action research, I acted as an active participant teacher

and helped by an observer. I worked collaboratively with her because it was important for me to share the information about my study. I conducted the action research in two steps. First, I did the pre-research and then conducted the action research. In this research, the implementation was held in two cycles. Each cycle includes several meetings; each meeting took about 70 minutes. The writer divided first cycle into three meetings. It was conducted in May, 14th 2014, May, 17th 2014, and May, 21st 2014. In this cycle, the writer used three topics. They are „tame animals‟ for the first meeting, „fruits‟ for the second meeting, and „vegetables‟ for the third meeting. The second cycle was conducted on May, 28th 2014, May, 31st 2014, and June, 4th 2014. In this second cycle, the writer used „things in the classroom‟ for the first meeting, „clothes‟ for the second and third meeting as the topic. Each cycle in this action research consists of six steps: Identifying the problems, planning the action, implementing the action, observing the action, reflecting the action, and revising the plan. The writer can explain each part as follows:

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1. Cycle 1 a. Identifying the Problems As explained previously, the students had low vocabulary mastery. They could not do the task well because they had difficulties to answer the questions. It happened because the way the English teacher delivered the material still used monotonous technique. Besides, the material was not interesting. It influenced students in learning. The students seemed had no interest during the teaching and learning process. Some phenomenon appeared during the instructional process where some students did not pay attention to the teacher‟s explanation. Most students were passive in the class. They just kept silent although they did not understand the teachers‟ explanation. They did not want to ask when they found difficulties. As the result, when the teacher gave them assignment or questions orally, they could not do or answer them well. Some students liked to chat with their friend. Sometimes they played their pen or drew a picture on their book. Based on pre-research, the researcher identified that the students‟ vocabulary mastery should be improved by implementing a teaching learning process that could overcome the problems. Therefore, the researcher designed teaching vocabulary using flashcards.

b. Planning the Action With consideration of the facts explained above, I planned and chose a teaching media to solve the problem. I chose flashcards as the teaching media to be used in teaching vocabulary. Teaching vocabulary using flashcards, great way commit to user



to present, practice, and revise vocabulary was related to word and meaning in different colours respectively, helped students remember the words. I believed that teaching vocabulary using flashcards would improve the students‟ vocabulary mastery and changed their assumptions toward English lesson especially vocabulary matery. I helped by an English teacher from another school designed the lesson plan, student‟s worksheet and chose the material which was suitable with the syllabus. Besides, I prepared materials which supported the action, like: observation‟s sheets and camera. I helped by an observer, an English teacher of another school, implemented the instructional process in the classroom.

c. Implementing the Action 1) First Meeting (09.30 a.m – 10.40 a.m) a)

Opening The first meeting was conducted on Wednesday May, 14th 2014. The very

first things I have done were greeting the students, checking the students‟ attendance, stating the topic, explaining the purpose of the teaching. The class was noisy. I tried to create a good situation by telling the students that the day‟s activities would be learning about tame animals. I also introduced flashcards to the students. “Students, have you ever heard about flashcards?” I asked them. Some students answered, “No.” and some others just kept silent. Then I explained about flashcards to the students. b)

Main Activities The first topic was tame animal. I choose some tame animals which were commit to user



familiar to the students. They were ten tame animals, namely: cat, dog, cow, goat, fish, duck, rabbit, pigeon, horse, and monkey. I choose colourful picture to attract students interest. Firstly, I asked the students to mention some tame animals “Can you mention the names of tame animal?” Then some students said “Sapi . . . kambing . . . kucing . . . .” “What about in English?” The teacher asked again. “Sapi . . . cow, kambing . . . apa ya Miss . . . go . . apa ya . . . ?” Then I sticked the flashcards on the blackboard one by one. After that I made a border on each picture and numbered the picture on the blackboard to make a marker. For example the picture on the box number one was a cat, etc. Then I asked the students to memorize the picture with its number on the box. This activity was dealing with the aspect of meaning in vocabulary mastery. After a while, I put the picture on the blackboard, so that the students could memorize what picture there were on the box number one, two, three, etc. After the students memorized the picture, I asked them to mention what picture was on the box number one, two, three, etc. At first, the students were not confident to mention the name of the picture in English, they tried to read the English word by opening their dictionary. However this made their pronunciation incorrect, because the written form was different from its pronunciation. After mentioning the picture on the blackboard, I explained about the correct pronunciation of the words on the flashcards. I asked the students one by one to imitate me to pronounce the words correctly. I corrected their pronunciation by using Cambridge Advanced Learner‟s Dictionary Third Edition commit to user



(software). Some of the students said that it was difficult to pronounce the words as given by me, they said that English was difficult, because they were not Englishmen. But I encouraged them to imitate in order to make correct pronunciation. After pronouncing the words, I asked the students to write the name of the picture on the blackboard suitable with the box‟s number. For example the box number one was cat, number two was dog, etc. At first, the students were reluctant to come to the front of the class, so that I needed to point them one by one to ask them to go to the front of the class. A lot of them made incorrect spelling in writing the name of tame animal on the blackboard so I needed to correct them. After writing the name of the picture, I asked the students to make simple sentence based on the question given. I asked a question “What is it?” then the students answered “Cat” then I asked them to answer in simple sentence. I gave an example of the correct pattern of the answer. “It is a cat” etc. Some of the students could answer the question correctly, but, some of them were still incorrect. So I helped them to answer correctly. After explaining the materials in all aspects of vocabulary mastery, I gave the assessment to measure the students‟ achievement in grasping the materials given today. c.

Closing In closing, I reviewed the lesson by summarizing the topic of today, gave

chance to the students to ask some questions if they were still confused about the topic. I praised the students and motivated them to learn better for the next commit to user



meeting. I asked the students whether they were happy or not to learn using flashcards. The students said “Yes.” I did not give homework to the students. I told the students about the topic to be learnt for the next meeting. Then, I closed the lesson.

2) The Second Meeting (07.15 a.m – 08.25 a.m) a.

Opening The second meeting was conducted on Saturday of May, 17th 2014. I

started the lesson by greeting the students and checking students‟ attendance. I reviewed the lesson of the last meeting. Some of the students answered my question, but some of them just kept silent or chatting with their friends. I explained that in this meeting, they would learn about fruits. b. Main Activities I chose some fruits which were familiar to the students. They were ten fruits, namely: banana, orange, apple, grape, mango, guava, watermelon, pineapple, avocado, and starfruit. Firstly, I asked the students to mention their favourite fruits. Some of the students answered in Bahasa Indonesia, some of them answered in English. “What is your favorit fruit?” The students said “Jeruk . . . anggur . . . .” some of them said “Orange . . . strawberry . . . .” but their pronunciation was almost still incorrect. Then I sticked the flashcards on the blackboard one by one. Then I made a border on each picture and numbered the picture on the blackboard to make a marker. For example the picture on the box number one was a banana, etc. commit to user



Then I asked the students to memorize the picture with its number on the box. After a while, I put the picture on the blackboard, so that the students could memorize what picture there were on the box number one, two, three, etc. After the students memorized the picture, I asked them to mention what picture was on the box number one, two, three, etc. At the second meeting, some of the student eagerly mentioned the name of fruit, but some of them just kept silent, or did not pay attention to the activity. After mentioning the picture on the blackboard, I explained about the correct pronunciation of the words on the flashcards. I asked the students one by one to imitate me to pronounce the words correctly. I corrected their pronunciation by using Cambridge Advanced Learner‟s Dictionary Third Edition (software). At the second meeting, there were still some students who said that they found it was difficult to imitate me in pronouncing words, but they did not say that they were not Englishmen. They just tried to imitate as their teacher asked. After pronouncing the words, I asked the students to write the name of the picture on the blackboard suitable with the box‟s number. For example the box number one is banana, number two is orange, etc. At the second meeting, the students eagerly came to the front of the class voluntarily. I did not need to point them one by one. However, I still helped to write down the difficult word. After writing the name of the picture, I asked the students to make simple sentence based on the question given. I asked a question “What is this?” “What is that?” then the students answered “This is a banana”, “That is a apple,” etc. Since commit to user



the name of fruits contained an article, I explained about the use of “a” in consonant and “an” in vocal preceding letter. At the first time, the students were still confused about the use of “a” and “an” but I asked the students to practice to use them so that the students could easily differentiate and used them in simple sentence. After the students had been given the explanation about the use of “a” and “an”, almost all of them could answer the questions‟ correctly in the rigth form such as “This is a banana”, “That is an apple,” but the others were still need helped. After explaining the materials in all aspects of vocabulary mastery, I gave the assessment to measure the students‟ achievement in grasping the materials given today. c. Closing In closing, I reviewed the lesson by summarizing the topic of today, gave chance to the students to ask some questions if they were still confused about the topic. She praised the students and motivated them to learn better for the next meeting. I asked the students whether they were happy or not to learn using flashcards. The students said “Yes.” I did not give homework to the students. I told the students about the topic to be learnt for the next meeting. Then, I closed the lesson.

3) The Third Meeting (09.30 a.m – 10.40 a.m) a. Opening The third meeting was conducted on Wednesday of May, 21st 2014. I commit to user



started the lesson by greeting the students and checking students‟ attendance. I reviewed the lesson of the last meeting. All of the students answered my question. I explained that in this meeting, they would learn about vegetables. b. Main Activities I chose some vegetables which were familiar to the students. They were ten vegetables, namely: cabbage, carrot, chilli, cucumber, corn, bean, tomato, eggplant, celery, and onion. Firstly, I asked the students whether they were liked vegetable or not, if they liked, what vegetable it was. Then the students answered in Bahasa Indonesia. “Do you like vegetables?” some of the students answered “Saya suka Miss.” “What vegetable do you like?” “Wortel . . . jagung . . . sayuran bukan Bu?” “Yes, corn is vegetable.” After that, I sticked the flashcards on the blackboard one by one. Then I made a border on each picture and numbered the picture on the blackboard to make a marker. For example the picture on the box number one is a cabbage, etc. Then I asked the students to memorize the picture with its number on the box. After a while, I put the picture on the blackboard, so that the students could memorize what picture there were on the box number one, two, three, etc. After the students memorized the picture, I asked them to mention what picture was on the box number one, two, three, etc. Almost all of the students enthusiastic answering my question, although they were still made mistakes in pronouncing the name of vegetable. After mentioning the picture on the blackboard, I explained about the commit to user



correct pronunciation of the words on the flashcards. I asked the students one by one to imitate me to pronounce the words correctly. I corrected their pronunciation by using Cambridge Advanced Learner‟s Dictionary Third Edition (software). Although there were some difficult word to be pronounced, the students eagerly pronounced them again and again so that their pronunciation were correct. After pronouncing the words, I asked the students to write the name of the picture on the blackboard suitable with the box‟s number. For example the box number one was cabbage, number two was carrot, etc. The students eagerly came forward and also write down the name on the blackboard. If they could not write down the name, they discuss it with their friend. After writing the name of the picture, I asked the students to make simple sentence based on the question given. I asked a question “What is this?” “What is that?” then the students answered “This is a cabbage”, “That is an eggplant,” etc. Because the students had been given the explanation about the use of “a” in consonant, and “an” in vocal preceding word, the students only reviewed by asking the question such as “Miss, kemarin itu yang vocal pakai „a‟ atau „an‟ ya?”, then I answered “Untuk vocal pakai „an‟ dan konsonan pakai „a‟.” There were some students still confused about vocal and consonant, so that I explained again to them which were vocal letter consist of „a, i , u , e, o.‟ Meanwhile consonant were the other of „a, i , u , e, o‟ letter from alphabet. After the students had been given the explanation about the use of “a” and “an”, they could correctly answered the question in the rigth form such as “This is a cabbage”, “That is an commit to user



onion.” After explaining the materials in all aspects of vocabulary mastery, I gave the assessment to measure the students‟ achievement in grasping the materials given today. c. Closing In closing, I reviewed the lesson by summarizing the topic of today, gave chance to the students to ask some questions if they were still confused about the topic. I praised the students and motivated them to learn better for the next meeting. I asked the students whether they were happy or not to learn using flashcards. The students said “Yes.” I did not give homework to the students. I told the students that in the next meeting thay would have a test. Then, I closed the lesson.

4) The Fourth Meeting (07.15 a.m – 08.25 a.m) In the fourth meeting, test 1 was conducted to measure the students‟ learning achievement after the treatment.

d. Observation I observed the students when they performed the tasks starting from the pre-task phase until the post-task phase of cycle one. The following were the detail explanation about the result of the observation: 1) The first meeting In the beginning of the first meeting, the students looked very enthusiastic commit to user



to join the teaching-learning process because they liked the colourful pictures of tame animal which were brought by the teacher. They were active to answer the teachers‟ questions, eventhough almost all of them answered in Bahasa Indonesia. But after that only few students followed my explanation. Some students, even, did not pay attention to the lesson. They just chatted with their friend, or disturbed their friend. As the result, I should warn them, because it disturbed the others‟ concentration. When I asked them to mention the name of the picture in English, almost all of the students were able to mention it, although there were a lot of incorrect pronunciation. But there were also some students who were reluctant to answer my questions. They just kept silent. When I asked them to pronounce the English words for tame animal, many students made incorrect pronunciation. Therefore I needed to guide them to pronounce the English words for the tame animal one by one. When the students found it was difficult to pronounce the word in English correctly, some of them said that they were not Englishmen, so that they had difficulties in pronouncing the word correctly. “Miss, saya kan bukan orang Inggris, jadi susah ngomong Bahasa Inggris.” Another problem which aroused in the first meeting was dealing with the low students‟ participation when they had to perform the task in front of the class voluntarily. Most of the students were still shy. Besides, there were many mistakes which were produced by the students when they had to perform the task individually. For example, some students still had difficulty in spelling the names commit to user



of tame animal correctly. And also, I needed to point the students to come forward to write the name of tame animal in order on the blackboard. Another mistake which was made by the students dealt with grammatical inaccuracy in making a simple sentence. For example, some students still made incorrect answer in simple sentence. When I asked question “What is it?” they just answered “Cat.” Then I helped them to make a simple sentence to answer my question correctly. The students showed a better achievement in understanding the materials given. It could be seen from their achivement score in assessment. 2)

The second meeting In the second meeting, the teaching learning process ran better than the

previous meeting. The students were active to answer my questions, eventhough almost all of them were still answered in Bahasa Indonesia. After that almost all of the students followed my explanation. Although some students did not pay attention to the lesson. They just played with their pen or their toys. As the result, I should warn them, because it disturbed the others‟ concentration. When I asked them to mention the name of the picture in English, almost all of the students were able to mention it, although there were still incorrect pronunciation. And also, there were still some students who were unwilling to pay attention to the lesson. They just kept silent. When I asked them to pronounce the English words for fruits, many students made incorrect pronunciation. However, I needed to guide them to pronounce the English words for the fruits one by one. When the students found it commit to user



was difficult to pronounce the word in English correctly, they tried again and again eagerly. Another problem which aroused in the second meeting was dealing with the difficult word found by the students when I asked them to write down the name on the blackboard, so that I needed to help them write on the blackboard. Some of the students eagerly came forward to write the name on the blackboard, although they still made a mistakes in spelling the name of fruit. And also there were still some students who were busy with their own business. They had low participation and attention to the lesson and activity. Another mistake which was made by the students dealing with grammatical inaccuracy in making a simple sentence. For example, some students still made incorrect answer in simple sentence. When I asked question “What is this?” “What is that?” they just answered “Banana.” “apple” Then I helped them to make a simple sentence to answer my question correctly. “If the question used „this‟, the answer is‟ This is a . . . .‟ then, if the question used „that‟, the answer is „ That is a . . . .‟ For example What is this? This is a banana. What is that? That is an apple.” Beside the pattern of the answer, the students were still confused in using „a‟ and „an‟ then I explained them how to use „a‟ and „an‟ in simple sentence. I explained that „a‟ was used for word which had consonant letter in preceding letter, and „an‟ was used for word which had vocal letter in preceding letter. The students showed a better achievement in understanding the materials. It could be seen from their achivement score in assessment. commit to user



3)

The third meeting In the third meeting, I found that the students were enthusiastic with the

teaching media. They were so happy when they could do the entire task. Nevertheless, there were still some students who were not able to do the entire task. However, there were some students who were still not able to make the sentence patterns in complete structures and in the right order. There were also some students who did not pay attention well to the activity because they were busy with their own business, such as playing with their pen or their toys.

4)

Improvement of students’ vocabulary mastery In the fourth meeting a post-test was conducted to measure the students‟

achievement in learning vocabulary after the treatment was implemented. The result of Test 1 showed improvement of students‟ mean score. The mean score increased from 54.83 in pre-test to 64.58 in Test 1. Table 4.1 The Scores of Pre-test and Test 1 No Kinds of scores 1 Highest 2 Lowest 3 Average

Pre-test Score 72.47 23.75 54.83

Test 1 Score 77.9 50.62 64.58

From the table 4.1 we can conclude that there was an improvement of students‟ vocabulary mastery. It was shown from the result of the first test. The mean score for the test 1 was 64.58. It was higher than the mean score of the pretest that was 54.83.

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Table 4.2 The Scores of the Students‟ Vocabulary Aspect of Pre-test and Test 1 Aspect of Vocabulary Meaning Pronunciation Spelling Use of words

Highest 86.6 55 80 73.3

Pre-test lowest average 40 63.31 15 39.42 40 63.85 0 52.27

highest 100 77.5 90 86.6

Post-test 1 lowest 60 32.5 50 50

average 69.21 58.65 67.69 62.79

Table 4.2 show that the highest score of the aspect of meaning increased from 86.6 in Pre-test to 100 in Test 1. The lowest score increased from 40 in Pretest to 60 in Test 1. The average increased from 63.31 in Pre-test to 69.21 in Test 1. The highest score of the aspect of pronunciation increased from 55 in Pre-test to 77.5 in Test 1. The lowest score increased from 15 in Pre-test to 32.5 in Test 1. The average increased from 39.42 in Pre-test to 58.65 in Test 1. The highest score of the aspect of spelling increased from 80 in Pre-test to 90 in Test 1. The lowest score increased from 40 in Pre-test to 50 in Test 1. The average increased from 63.85 in Pre-test to 67.69 in Test 1. The highest score of the aspect of the use of words increased from 73.3 in Pre-test to 86.6 in Test 1. The lowest score increased from 0 in Pre-test to 50 in Test 1. The average increased from 52.27 in Pre-test to 62.79 in Test 1.

5)

Improvement of class situation The classroom situation during the teaching and learning process improved

after the application of flashcards in the English class. It could be seen from the first time flashcards applied that the students became more excited in joining English class. Through flashcards, the students became happier and enjoy in commit to user learning activities. It also changed the students‟ perception toward English that is



a difficult subject became easy and interesting subject. They were enthusiastic in doing some activities aspecially in writing the name of the picture on the blackboard. There were changes from students‟ behavior toward teaching and learning process. It could be seen from students‟ interest during the lesson. They paid more attention to the teacher‟s explanation. Some students had enough courage to give comments and opinion about the others‟ answer or work. It seemed that they had enough self-confidence to share their knowledge. In addition, they became interest to follow English class.

e. Reflection After observing and analyzing the result of observation in cycle I, the teacher and the observer found several strengths and some weaknesses in the first cycle. They were as follows: 1) Strengths a. Vocabulary mastery There were students‟ improvement in the aspects of vocabulary. They were aspects of meaning and spelling. The average score of the aspect of meaning and spelling were above the passing grade, which is 65. The average score of the aspect of meaning increased from 63.31 in pre-test to 69.21 in test 1. The average score of the aspect of spelling increased from 63.85 in pre-test to 67.69 in test 1. b. Classroom situation There were changes from students‟ behavior toward teaching and learning process. It could be seen from students‟ interest during the lesson. They paid more commit to user



attention to my explanation. The students seemed more active. They did the task actively. Some students had enough courage to give comments and opinion about the others‟ answer or work. Teaching vocabulary using flashcards also increased their motivation in joining the lesson. They were enthusiastic in doing some activities aspecially in writing the name of the picture on the blackboard. The students seemed happy when they were directly involved in teaching learning process using flashcards. They were happy during the classroom activity. When at the end of the lesson, I asked about their feeling, almost all of the students said they were happy.

2) Weaknesses a. Vocabulary mastery Eventhough in general I found the students‟ improvement in vocabulary, some students still had difficulty in pronouncing and using the words in simple sentences. It can be seen from their mean score of each aspect of vocabulary mastery, especially in the aspects of pronunciation and using of words. Although there was an improvement of the score of the of aspects of vocabulary mastery, the students‟ average score of these aspects were still under the passing grade. The average score of the aspects of pronunciation increased from 39.42 in pre-test to 58.65 in test 1. This score was still under the passing grade which was 65.00. The average score of the aspect of using of words increased from 57.27 in pre-test to 62.79 in test 1. This score was also still under the passing grade which was 65.00. b. Classroom situation

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Although students were active but there were some students who were still passive. Some students did not involve actively during the lesson. There were some students who still kept silent and did not give their opinion. Some students were still had low self-confidence. They felt ashamed to answer the questions, especially when I asked them voluntary. Besides, the class situation needs to be improved. Not all students were active. Some classroom activities did not run well. When I asked the student to come forward, only the same students who wanted to come voluntarily. From the result of the reflection above, it can be seen that the action resulted in the strengths and weaknesses. With consideration of those results, I thought that it was important to make the next planning in order to overcome those weaknesses.

Revised Plan Having the reflection, I and my collaborator noticed that some problems still occured. Those problems made the process of teaching and learning vocabulary by using flashcards had not been optimal. For that reason, I and my collaborator constructed revision and solution to make cycle 2 better and to achieve the purpose of the research. The plans to be done are as follows: 1) I would emphasize more in pronouncing and using of words because the students still got difficulties on these aspects. I would give more exercise on pronounciation and use of words 2) I would motivate and encourage the students having lack of motivation to commit to user



be active in the teaching and learning process by using flashcard. Iwould ask the students to make their own flashcards. 3) Three meeting would be held for cycle 2.

2. Cycle II a. Identifying the Problem Based the result in cycle 1, there were some problems which were found. One of the problems was that some of the students still had difficulties in pronouncing the words and using the words in simple sentence. They were also still passive when they had to give comment or answer some questions. I also found problems about the lack of participation and motivation of the students in teaching learning process. b. Planning the Action Before conducting the second cycle, I prepared lesson plans and added some flashcards which were related to the topic. The implementation of teaching vocabulary using flashcards would be held in three meetings. The topic of this cycle was “Things in the classroom” and “Clothes” the objective of the lesson is to introduce new vocabulary to the students related to the topic. However, I made a change to overcome the weaknessess of the previous cycle. The change is I would implement many interesting activities. I would emphasize more in pronouncing and using of words because the students still got difficulties on these aspects. I would give more exercise on pronounciation and use of words. I would motivate and encourage the students having lack of commit to user



motivation to be active in the teaching and learning process by using flashcard. I would ask the students to make their own flashcards.

c.

Implementing the Action

1) The First Meeting (09.30 a.m – 10.40 a.m) a. Opening The first meeting of cycle II was conducted on Wednesday, May 28th 2014. I started the lesson by greeting the students and checking students‟ attendance. Before I started the lesson, I gave the students some questions dealing with the last topic. It was done in order to check students‟ understanding about the materials they have learnt. Most of them were still remember it. Then, I stated the new topic. I did not forget to explain about the aim and benefits of the material they would learned. The topic of that day was things in the classroom. b. Main Activities I chose some things in the classroom which were familiar to the students. They were ten things in the classroom, namely: blackboard, chalk, eraser, cupboard, clock, table, chair, map broom, and duster. Firstly, I asked the students to mention things in their classroom. The students were enthusiastic to mention the things in their classroom loudly in Bahasa Indonesia. “Papan tulis . . . lemari . . . jam dinding . . . meja . . . kursi . . . . “ The situation was little bit noisy because almost all of the students mentioned things in the their classroom loudly. After that, I read a short paragraph which contained things in the classroom. Then I asked the students to mention the name commit to user



of things in the classroom in the paragraph had been read before. The students could mention them almost all correctly. Then I sticked the flashcards on the blackboard one by one. After that I made a border on each picture and numbered the picture on the blackboard to make a marker. For example the picture on the box number one was a blackboard, etc. Then I asked the students to memorize the picture with its number on the box. After a while, I put the picture on the blackboard, so that the students could memorize what pictures were on the box number one, two, three, etc. After the students memorized the picture, I asked them to draw the picture of the box number one until ten on the paper prepared by me and added its name under the pictures both in English and Bahasa Indonesia. Each student only draw one picture to limit the time. They seemed enjoy this activity. After all the students had finish in making flashcards, I asked them to collect their flashcards. After making their own flashcards, I explained about the correct pronunciation of the words on the flashcards. I asked the students one by one to imitate me pronouncing the words correctly. If there was an incorrect pronunciation made by the students, I corrected their pronunciation by using Cambridge Advanced Learner‟s Dictionary Third Edition (software), I asked the students to imitate the correct pronunciation made by the native speaker on the software. One student pronounced ten names of things in the classroom as the example given by the native speaker on the software. Eventhough there were some difficult words to be pronounced, the students eagerly pronounced them again and again so that their pronunciation was correct. I praised the students commit to user



when they had correct pronunciation. I said “Good Pronunciation!” or “Well done!” After pronouncing the words, I asked the students to write the name of the picture on the blackboard suitable with the box‟s number. For example the box number one was blackboard, number two was chalk, etc. The students eagerly came forward and also write down the name on the blackboard. If they could not write down the name, they discuss it with their friend. If one student could not answer, the other students helped to spell the word from their chair, then the student in front of the class corrected the written form. After writing the name of the picture, I asked the students to make simple sentence based on the question given. I asked a question “What is this?” “What is that?” then the students answered orally “This is a blackboard”, “That is an eraser,” etc. After answered the questions orally, I asked them to write the answer on their book to check their memory in making a simple sentence, based on their oral answer. After explaining the materials in all aspects of vocabulary mastery, I gave the assessment to measure the students‟ achievement in grasping the materials given today. c. Closing In closing, I reviewed the lesson by summarizing the topic of today, gave chance to the students to ask some questions if they were still confused about the topic. I praised the students and motivated them to learn better for the next meeting. I asked the students whether they were happy or not to learn using commit to user



flashcards. The students said “Yes.”

I did not give homework to the students. I

told the students about the topic to be learnt for the next meeting and I asked the students to bring colour pencils. Then, I closed the lesson.

2) The Second Meeting (07.15 a.m- 08.25 a.m) a. Opening The second meeting of cycle II was conducted on Saturday, May 31st 2014. I started the lesson by greeting the students and checking students‟ attendance. Firstly, I reviewed the previous lesson. I gave some questions to check whether the students still remembered the last topic or not. After that, I stated the topic that would be learnt. Besides, I also stated the aim and benefit of material they would study. The topic was clothes. b. Main Activities I chose some clothes which were familiar to the students. They were ten clothes, namely: shirt, T-shirt, skirt, shorts, trousers, gown, uniform, coat, hat, and shoes. Firstly, I asked the students to mention the clothes they wore right now. The students enthusiastic mention the clothes they wore right now in Bahasa Indonesia. “Seragam . . . sepatu . . . ikat pinggang . . . . “ The situation was little bit noisy because almost all of the students mentioned the clothes loudly. Then I sticked the flashcards on the blackboard one by one. After that I made a border on each picture and numbering the picture on the blackboard to make a marker. For example the picture on the box number one is a shirt, etc. Then I asked the commit to user



students to memorize the picture with its number on the box. After a while, I put the picture on the blackboard, so that the students could memorize what picture there were on the box number one, two, three, etc. After the students memorized the picture, the teacher asked them to draw the picture of the box number one until ten on the paper prepared and added its name under the pictures both in English and Bahasa Indonesia. Each student only draw one picture to limit the time. They seemed enjoy this activity. After all the students had finish in making flashcards, I asked them to collect their flashcards. After drawing the picture on the blackboard, I explained about the correct pronunciation of the words on the flashcards. I asked the students one by one to imitate me to pronounce the words correctly. If there was an incorrect pronunciation made by the students, I corrected their pronunciation by using Cambridge Advanced Learner‟s Dictionary Third Edition (software), I asked the students to imitate the correct pronunciation made by the native speaker on the software. One student, pronounced ten names of clothes as the example given by the native speaker in the software. Although there were some difficult word to be pronounced, the students eagerly pronounced them again and again so that their pronunciation were correct. I praised the students when they pronounce correct pronunciation. I said “Good Pronunciation!” or “Bagus!” After pronouncing the words, I asked the students to write the name of the picture on the blackboard suitable with the box‟s number. For example the box number one was shirt, number two was T-shirt, etc. The students eagerly came forward and also write down the name on the blackboard. If they could not write commit to user



down the name, they discuss it with their friend. If one student could not answer, the other students helped to spell the word from their chair, then the student in front of the class corrected the written form. After writing the name of the picture, I asked the students to make simple sentence based on the question given. I asked a question “What is this?” “What is that?” then the students answered orally “This is a shirt”, “That is a T-shirt,” etc. After answered the questions orally, I asked them to write the answer on their book to check their memory in making a simple sentence, based on their oral answer. After explaining the materials in all aspects of vocabulary mastery, I gave the assessment to measure the students‟ achievement in grasping the materials given today. c. Closing In closing, I reviewed the lesson by summarizing the topic of today, gave chance to the students to ask some questions if they were still confused about the topic. I praised the students. I asked the students whether they were happy or not to learn using flashcards. The students said “Yes.” Then, I closed the lesson.

3) The third Meeting (09.30 a.m – 10.40 a.m) a. Opening The third meeting of cycle II was conducted on Wednesday, June 4th 2014. Firstly, I reviewed the previous lesson. I gave some questions to check whether the students still remembered the last topic or not. After that, I stated the commit to user



topic that would be learnt. Besides, I also stated the aim and benefit of material they would study. The topic was clothes again. b. Main Activities I chose some clothes which were familiar to the students. They were ten clothes, namely: socks, belt, tie, gloves, raincoat, pyjamas, swimsuit, jacket, slippers, glasses Firstly, I asked the students to mention the clothes. The students enthusiastic mention the clothes they they knew in Bahasa Indonesia. “Kaos kaki. . . sepatu . . . ikat pinggang . . . . “ The situation was little bit noisy because almost all of the students mentioned the clothes loudly. Then I sticked the flashcards on the blackboard one by one. After that I made a border on each picture and numbering the picture on the blackboard to make a marker. For example the picture on the box number one is a tie, etc. Then I asked the students to memorize the picture with its number on the box. After a while, I put the picture on the blackboard, so that the students could memorize what picture there were on the box number one, two, three, etc. After the students memorized the picture, I asked them to draw the picture of the box number one until ten on the paper prepared and added its name under the pictures both in English and Bahasa Indonesia. Each student only draw one picture to limit the time. They seemed enjoy this activity. After all the students had finish in making flashcards, I asked them to collect their flashcards. After drawing the picture on the blackboard, I explained about the correct pronunciation of the words on the flashcards. I asked the students one by one to commit to user



imitate me to pronounce the words correctly. If there was an incorrect pronunciation made by the students, I corrected their pronunciation by using Cambridge Advanced Learner‟s Dictionary Third Edition (software), I asked the students to imitate the correct pronunciation made by the native speaker on the software. One student, pronounced ten names of clothes as the example given by the native speaker in the software. Although there were some difficult word to be pronounced, the students eagerly pronounced them again and again so that their pronunciation were correct. I praised the students when they pronounce correct pronunciation. I said “Good Pronunciation!” After pronouncing the words, I asked the students to write the name of the picture on the blackboard suitable with the box‟s number. For example the box number one was socks, number two was belt, etc. The students eagerly came forward and also write down the name on the blackboard. If they could not write down the name, they discuss it with their friend. If one student could not answer, the other students helped to spell the word from their chair, then the student in front of the class corrected the written form. After writing the name of the picture, I asked the students to make simple sentence based on the question given. I asked a question “What is this?” “What is that?” then the students answered orally “This is a pair of socks”, “That is a belt,” etc. After explaining the materials in all aspects of vocabulary mastery, I gave the assessment to measure the students‟ achievement in grasping the materials given today.

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c. Closing In closing, I reviewed the lesson by summarizing the topic of today, gave chance to the students to ask some questions if they were still confused about the topic. I praised the students. I asked the students whether they were happy or not to learn using flashcards. The students said “Yes.” I told the students that the next meeting they would have a test. Then, I closed the lesson.

4) The Fourth Meeting (07.15 a.m – 08.25 a.m) In the fourth meeting, post-test 2 was conducted to measure the students‟ learning achievement after the treatment.

d. Observation I observed the class activities during the implementation of the action. The result is presented as follows: 1)

The first meeting In the first meeting, the teaching learning process became more effective

than before. The teaching learning process ran well. The students followed the teaching learning process enthusiastically. I found no serious problem in the classroom. The students were easily controlled. In this meeting, I saw that the students paid more attention and wanted to take part to the lesson. When I put some flashcards on the blackboard, the students were murmuring about the name of each flashcards. Some students also gave comment to their friends about the flashcards by pointing at the picture and saying commit to user



“Nomer siji Blackboard nomer loro chalk . . . .” The students discussed the name of each thing without being asked. Then, when I asked them to mention the name of the picture, they eagerly answered the questions. I gave praises when the students answered correctly. I said “Good job!” or “Bagus!” the other students gave applause when their friend gave correct answer or helped him or her when he or she could not answered it correctly. Some students, who seemed unconfident in cycle 1, began to speak up in the teaching learning process in cycle 2. The number of passive students was fewer than before. The students were interested when I told that they would create their own flashcards. They listened my explanation carefully. Then I asked each student to make their own flashcards and colour it. I distributed a piece of paper to each student as a medium to make flashcard. I divided the names of things in the classroom that each student has to draw so that each student will have different picture on his or her flashcards. I gave ten minutes to finish it. The students seemed happy with this activity. They like drawing and colouring pictures. The students seemed to fully learn the lesson being given. When I asked to do the task individually, in form of assessment, they could do the task well. Almost all of them doing the task completely although there were still a little bit mistakes on the answer. The students could answered the question without seeing any notes anymore. The students knew well their assignment. The class situation in doing individual task was so quiet.

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2)

The second meeting In the second meeting, the teaching learning ran better. The students were

very enthusiastic. When I entered the class, the students seemed very interested to follow English lesson. The students enjoyed every single activity in this meeting such as creating flashcards. In this meeting, they also participated in teaching learning process. When I reviewed the last meeting by asking them to mention the words they had learnt, almost all of students mention the name of things in the classroom loudly although some of them were still mentioned in Bahasa Indonesia, but then they changed into English as their friend mentioned in English. The situation was noisy, but this is a good sign that they started to pay attention to the lesson. The students were interested when I told that they would create their own flashcards again. They listened my explanation carefully. Then I asked each student to make their own flashcards and colour it. I distributed a piece of paper to each student as a medium to make flashcard. I divided the names of clothes that each student has to draw so that each student will have different picture on his or her flashcards. I gave ten minutes to finish it. The students seemed happy with this activity. They like drawing and colouring pictures. When the students has finished making his/ her own flashcards, they showed it to me to make sure that the picture he/she had made is correct. The students felt proud of their own work so that they made their work as good as possible. commit to user



3)

The third meeting In the third meeting, the teaching learning ran well. The students were

very enthusiastic. When I entered the class, the students seemed very interested to follow English lesson. The students enjoyed every single activity in this meeting such as creating flashcards again. They prepared their crayon or pencil color. In this meeting, they also participated in teaching learning process. When I reviewed the last meeting by asking them to mention the words they had learnt, almost all of students mention the name of clothes loudly although some of them were still mentioned in Bahasa Indonesia, but then they changed into English as their friend mentioned in English. The situation was noisy, but this is a good sign that they started to pay attention to the lesson. The students were interested when I told that they would create their own flashcards again. They listened my explanation carefully. Then I asked each student to make their own flashcards and colour it. I distributed a piece of paper to each student as a medium to make flashcard. I divided the names of clothes that each student has to draw so that each student will have different picture on his or her flashcards. She gave ten minutes to finish it. The students seemed happy with this activity. They like drawing and colouring pictures. When the students has finished making his/ her own flashcards, they showed it to me to make sure that the picture he/she had made is correct. The students felt proud of their own work so that they made their work as good as possible. commit to user



4)

Improvement of students’ vocabulary mastery In the fourth meeting a post-test was conducted to measure the students‟

achievement in learning vocabulary after the treatment was implemented. The result of post-test showed improvement of students‟ mean score. The mean score increased from 64.58 in test 1 to 77.72 in post-test. Table 4.3 The Scores of Test 1 and Post-test No 1 2 3

Kinds of scores Highest Lowest Average

Test 1 Score 77.9 50.62 64.58

Post-Test 2 Score 88.32 66.85 77.72

From the table 4.3, we can conclude that there was an improvement of students‟ vocabulary mastery. It was shown from the result of the post-test. The mean score for the post-test was 77.72. It was higher than the mean score of the test 1 that was 64.58. Table 4.4 The Scores of the Students‟ Vocabulary Aspect of Post-test 1 and Post-test Aspect of Vocabulary Meaning Pronunciation Spelling Use of words

Highest 100 77.5 90 86.6

Test 1 lowest 60 32.5 50 50

average 69.21 58.65 67.69 62.79

highest 100 85 100 100

Post-test 2 lowest 66.6 45 70 66.6

average 84.07 68.65 80.76 77.4

Table 4.4 show that the highest score of the aspect of meaning was the same in Test 1 and Post-test that was 100. The lowest score increased from 60 in Test 1 to 66.6 in Post-test. The average increased from 69.21 in Test 1 to 84.07 in Post-test. The highest score of the aspect of pronunciation increased from 77.5 in Test 1 to 85 in Post-test. The lowest score increased from 32.5 in Test 1 to 45 in Post-test. The average increased commit from 58.65 in Test 1 to 68.65 in Post-test. The to user



highest score of the aspect of spelling increased from 90 in Test 1 to 100 in Posttest. The lowest score increased from 50 in Test 1 to 70 in Post-test. The average increased from 67.69 in Test 1 to 80.76 in Post-test. The highest score of the aspect of the use of words increased from 86.6 in Test 1 to 100 in Post-test. The lowest score increased from 50 in Test 1 to 66.6 in Post-test. The average increased from 62.79 in Test 1 to 77.4 in Post-test.

5)

Improvement of classroom situation Beside increased the students‟ vocabulary mastery, teaching vocabulary

using flashcards also increased their motivation in joining the lesson. The class activity had also started to be more conducive and enjoyable to the students. The teaching learning process were better than cycle 1. The students became enthusiastic than before. They responded to the class activity well. Most of them began to be active, not only in paying attention but also in answering the teachers‟ questions. In this cycle, they answered the teachers‟ question eagerly without being pointed by the teacher, they voluntarily came forward to do the task from the teacher, although there were little bit mistakes on the answer. They had courage to correct their friends mistakes, give advice or debate about the answer of the task. It seemed that they have self-confident to share their knowledge. Although the class was noisy, the noise was the students‟ interaction with their friend talking about the lesson or the students‟ correction to their friends‟ mistakes. commit to user



e. Reflection A great improvement resulted from the action in cycle 2. 1) Strengths a. Vocabulary mastery There were students‟ improvements in all aspects of vocabulary. The average score of all aspects of vocabulary mastery were above the passing grade, which was 65. The average score of the aspect of meaning was increased from 69.21 in test 1 to 84.07 in post-test. The

average score of the

aspect of

pronunciation was increased from 58.65 in test 1 to 68.65 in post-test. The average score of the aspect of spelling was increased from 67.69 in test 1 to 80.76 in post-test. The average score of the aspect of use of words was increased from 62.79 in test 1 to 77.4 in post-test. Among all of the improvement of the aspects of vocabulary mastery, the higest improvement was the aspect of meaning. b. Class Situation The class activity had also started to be more conducive and enjoyable to the students. The teaching learning process were better than cycle 1. The students became enthusiastic than before. They responded to the class activity well. Most of them began to be active, not only in paying attention but also in answering the teachers‟ questions. In this cycle, they answered the teachers‟ question eagerly without being pointed by the teacher, they voluntarily came forward to do the task from the teacher, although there were little bit mistakes on the answer. They had courage to correct their friends mistakes, give advice or debate about the answer of the task. commit to user



It seemed that they have self-confident to share their knowledge. Although the class was noisy, the noise was the students‟ interaction with their friend talking about the lesson or the students‟ correction to their friends‟ mistakes.

2) Weaknesses a. Vocabulary mastery In the second cycle, all of the aspects of vocabulary mastery had increased above the passing grade. Therefore, there are no weknesses in the aspects of vocabulary mastery. b. Students‟ motivation In the second cycle, the students were more active than before, especially when I asked them to make their own flashcards, because they have their own discussion to finish their task in drawing their own flashcards. Therefore the class situation became crowded. The crowded situation made the class became noisy. But this situation actually not always gave bad impact to the class. By analyzing the result of observation and the scores, I concluded that flashcards were actually appropriate to be used to teach English to elementary school students. Flashcards could help students improved their vocabulary mastery and also made the students motivated to join the lesson. Finally, I decided not to revise the next plan and stop the cycle.

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C.

Research Findings Analyzing the data of the study, I found several findings to answer the

problem of the research: (1)

Can flashcards improve students‟ vocabulary

mastery? If yes, to what extent is its improvement?; (2) How is the class situation when flashcards are implemented in the teaching and learning process? The research findings are presented in the following section.

1.

Improvement of the Students’ Vocabulary Mastery Before the study, I found that the students in the third grade of SDN 1

Sindon faced problem in vocabulary mastery. They got problem in grasping and memorizing the meaning of the words, pronouncing the words correctly, write down/ spell the words correctly, and use the words in other context such as in making simple sentence. I tried to solve the problems by using flashcards so that the students‟ vocabulary mastery could be improved. The result of teaching learning vocabulary using flashcards showed that the students‟ vocabulary mastery improved. The improvement can be observed by comparing: (a) the scores of Pre-test and Test 1; (b) Test 1 and Post-test. a.

The score of Pre-test and Test 1 The improvement of the students‟ mastery in vocabulary can be showed

in the following table:

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Table 4.5 The Scores of Pre-test and Test 1 No 1 2 3


Pre-test Score 72.47 23.75 54.83

Post-Test 1 Score 77.9 50.62 64.58

Table 4.5 indicates that the improvement of vocabulary mastery was reached by the students. The highest score increased from 72.47 in Pre-test to 77.9 in Test 1. The lowest score increased from 23.75 in Pre-test to 50.62 in Test 1. The average score increased from 54.83 in Pre-test to 64.58 in Test 1. The students‟ score viewed from their skills also improved. It can be seen in the following table: Table 4.6 The Scores Viewed from the Students‟ Vocabulary Aspect of Pre-test Aspect of Vocabulary Meaning Pronunciation Spelling Use of words

Highest 86.6 55 80 73.3

Lowest 40 15 40 0

Average 63.31 39.42 63.85 52.27

Table 4.7 The Scores Viewed from the Students‟ Vocabulary Aspect of Test 1 Aspect of Vocabulary Meaning Pronunciation Spelling Use of words

Highest 100 77.5 90 86.6

Lowest 60 32.5 50 50

Average 69.21 58.65 67.69 62.79

The data above show that the highest score of the aspect of meaning increased from 86.6 in Pre-test to 100 in test 1. The lowest score increased from 40 in Pre-test to 60 in test 1. The average increased from 63.31 in Pre-test to 69.21 in test 1. The highest score of the aspect of pronunciation increased from 55 in Pre-test to 77.5 in test 1. The lowest score increased from 15 in Pre-test to 32.5 in test 1. The average increased from 39.42 in Pre-test to 58.65 in test 1. The highest commit to user



score of the aspect of spelling increased from 80 in Pre-test to 90 in test 1. The lowest score increased from 40 in Pre-test to 50 in test 1. The average increased from 63.85 in Pre-test to 67.69 in test 1. The highest score of the aspect of the use of words increased from 73.3 in Pre-test to 86.6 in test 1. The lowest score increased from 0 in Pre-test to 50 in test 1. The average increased from 52.27 in Pre-test to 62.79 in test 1.

b.

The Scores of Test 1 and Post-test The improvement of the students‟ mastery in vocabulary can be seen in the

following table: Table 4.8 The Scores of Test 1 and Post-test No 1 2 3


Post-test 1 Score 77.9 50.62 64.58

Post-Test 2 Score 88.32 66.85 77.72

Table 4.8 indicates that the improvement of vocabulary mastery was reached by the students. The highest score increased from 77.9 in test 1 to 88.32 in Post-test. The lowest score increased from 50.62 in test 1 to 66.85 in Post-test. The average score increased from 64.58 in test 1 to 77.72 in Post-test. The students‟ score viewed from their skills also improved. It can be seen in the following table:

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Table 4.9 The Scores Viewed from the Students‟ Vocabulary Aspect of Test 1 Aspect of Vocabulary Meaning Pronunciation Spelling Use of words

Highest 100 77.5 90 86.6

Lowest 60 32.5 50 50

Average 69.21 58.65 67.69 62.79

Table 4.10 The Scores Viewed from the Students‟ Vocabulary Aspect of Post-test Aspect of Vocabulary Meaning Pronunciation Spelling Use of words

Highest 100 85 100 100

Lowest 66.6 45 70 66.6

Average 84.07 68.65 80.76 77.4

The data show that the highest score of the aspect of meaning was the same in Test 1 and Post-test that was 100. The lowest score increased from 60 in Test 1 to 66.6 in Post-test. The average increased from 69.21 in Test 1 to 84.07 in Post-test. The highest score of the aspect of pronunciation increased from 77.5 in Test 1 to 85 in Post-test. The lowest score increased from 32.5 in Test 1 to 45 in Post-test. The average increased from 58.65 in Test 1 to 68.65 in Post-test. The highest score of the aspect of spelling increased from 90 in Test 1 to 100 in Posttest. The lowest score increased from 50 in Test 1 to 70 in Post-test. The average increased from 67.69 in Test 1 to 80.76 in Post-test. The highest score of the aspect of the use of words increased from 86.6 in Test 1 to 100 in Post-test. The lowest score increased from 50 in Test 1 to 66.6 in Post-test. The average increased from 62.79 in Test 1 to 77.4 in Post-test.

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c.

The Scores of Pre-test; Test 1; Post-test Table 4.11 The comparison of the students‟ score in Pre-test, Test 1, and Post-test No 1 2 3

Kinds of Scores Highest Lowest Average

Pre-test Score 72.47 23.75 54.83

Post-test 1 Score 77.9 50.62 64.58

Post-test 2 Score 88.32 66.85 77.72

The table 4.11 shows that the improvement of the students‟ mastery in vocabulary was reached by the students. The highest score increased from 72.42 in Pre-test to 77.9 in Test 1, and to 88.32 in Post-test. The lowest score increased from 23.75 in Pre-test to 50.62 in Test 1, and to 66.85 in Post-test. The average score increased from 54.83 in Pre-test to 64.58 in Test 1, and to 77.72 in Posttest. From the data above, it can be concluded that flashcards can improve students‟ vocabulary mastery in the third graders of SDN 1 Sindon. Below are the table of the students‟ scores viewed from the vocabulary aspects in the Pre-test, Test 1, and Post-test. Table 4.12 Scores Viewed from the Students‟ Vocabulary Mastery of Pre-test Aspect of Vocabulary Meaning Pronunciation Spelling Use of words

Highest 86.6 55 80 73.3

Lowest 40 15 40 0

Average 63.31 39.42 63.85 52.27

Table 4.13. Scores Viewed from the Students‟ Vocabulary Mastery of Test 1 Aspect of Vocabulary Meaning Pronunciation Spelling Use of words

Highest 100 77.5 90 86.6

Lowest 60 32.5 50 50

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Average 69.21 58.65 67.69 62.79



Table 4.14 Scores Viewed from the Students‟ Vocabulary Mastery of Post-test Aspect of Vocabulary Meaning Pronunciation Spelling Use of words

Highest 100 85 100 100

Lowest 66.6 45 70 66.6

Average 84.07 68.65 80.76 77.4

The data show that the highest score of meaning increased from 86.6 in Pre-test to 100 in Test 1 and Post-test. The lowest score increased from 40 in Pretest to 60 in Test 1, and to 66.6 in Post-test. The average increased from 63.31 in Pre-test to 69.21 in Test 1, and to 84.07 in Post-test. The highest score of the aspect of pronunciation increased from 55 in Pre-test to 77.5 in Test 1, and to 85 in Post-test. The lowest score increased from 15 in Pre-test to 32.5 in Test 1, to 45 in Post-test. The average increased from 39.42 in Pre-test to 58.65 in Test 1, and to 68.65 in Post-test. The highest score of the aspect of spelling increased from 80 in Pre-test to 90 in Test 1, and to 100 in Post-test. The lowest score increased from 40 in Pre-test to 50 in Test 1, and to 70 in Post-test. The average increased from 63.85 in Pre-test to 67.69 in Test 1, and to 80.76 in Post-test. The highest score of the aspect of the use of words increased from 73.3 in Pre-tes to 86.6 in Test 1, and to 100 in Post-test. The lowest score increased from 0 in Pretest to 50 in Test 1, and to 66.6 in Post-test. The average increased from 52.27 in Pre-test to 62.79 in Test 1, and to 77.4 in Post-test. The level of the students‟ vocabulary mastery was also improved. The improvement of students‟ vocabulary mastery can be seen in the following table:

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Table 4.15 The level of the Students‟ Vocabulary Mastery of Pre-test Percentage 81 – 100 61 – 80 41 – 60 21 – 40 1 – 20

Interpretation Very good Good Fair Poor Very poor

Number of students (N = 13) 0 6 students 4 students 3 student 0

Table 4.16 The level of the Students‟ Vocabulary Mastery of Test 1 Percentage 81 – 100 61 – 80 41 – 60 21 – 40 1 – 20


Number of students (N = 13) 0 9 students 4 student 0 0

Table 4.17 The level of the Students‟ Vocabulary Mastery of Post-test Percentage 81 – 100 61 – 80 41 – 60 21 – 40 1 – 20


Number of students (N = 13) 6 students 7 students 0 0 0

The table shows that the number of students‟ at Very Good level increased from 0 student in pre-test and test 1 to 6 students in Post-test. The number of students at good level increased from 6 students in Pre-test to 9 students in test 1 and decreased to 7 students in Post-test because their level increased to very good level. The number of students at fair level was the same which was 4 in Pre-test and test 1 and decreased to 0 in Post-test because their level increased to good or very good level. The number of students at poor level was decreased from 3 student in Pre-test to 0 in test 1 and in Post-test because their level increased to fair or good, or very good level.

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2.

Improvement of the Classroom Situation Flashcards encouraged students to be engaged in learning process. The

students were enthusiastic with the new games. The class condition made the students feel secure, happy, and learn better. The students‟ self-confidents increased. It was proven when the students were involved actively in the learning process. They feel save and had higher self-esteem and self-confidence. The students also spoke confidently in delivering their work. The students‟ motivation during teaching learning process improved after the application of flashcards in the English class. It could be seen from the first time flashcards applied that the students became more excited in joining English class. Through flashcards, the students became happier and enjoy the learning activities. It also changed students‟ perception toward English that English is a difficult subject. In addition, they became interest to follow English class, so that all of the students had entered the classroom and prepared English books before the researcher came into the class. The research findings show that using flashcards in the classroom was able to improve students‟ motivation in learning English. It can be seen as follows: first, the students very enthusiastic in teaching learning process. Second, the students were paid attention to the teacher. Third, all of the students were active in teaching learning process. The students were very confident in participate the teaching learning process. Fourth, when the flashcard showed, the students very enthusiastic and gave more attention. commit to user

Table 4.18 Summary of the Research Findings When Flashcards is Implemented in Teaching Vocabulary During the Research Problem Indicator

Pre-research

Cycle 1 M1

Cycle 2

M2

M3

M1

M2

M3

The improvement of each aspect of vocabulary mastery could be seen in the learning process significantly. The students enthusiastic in answering the questions given by the teacher. .

The improvement of students‟ vocabulary mastery almost appear because they were motivated by the use of interesting media so that they could grasp the material given easily.

The improvement of students‟ vocabulary mastery almost appear because they were motivated by the use of interesting media and they showed the improvement by their increased achievement.

The improvement of students‟ vocabulary mastery could be develop well in this meeting.

The teaching learning process ran well. The students followed the teaching learning process

When the teacher entered the class, the students seemed very interested to follow English lesson.

The teaching learning ran well. The students were very enthusiastic. When the

Vocabulary Mastery 1.The ability of grasping and memorising of the words 2.The ability to pronounce the words correctly 3. The ability to spell the words correctly 4.The ability to use the words in other context

The students find difficulty in grasping and memorising the meaning of the words They got difficulties in pronouncing the words correctly . They found it is hard to write down the words correctly The students also found it is hard to use the word in other context such as in making simple sentence

The improvement of each aspect of vocabulary mastery did not appear. Almost of the students did not pay attention to the lesson

Most of the students still confused in using article „a‟ and „an‟ in making simple sentence. The started eagerly imitated the teacher in pronouncing the words

Classroom Situation 1. Students‟ perception toward English lesson 2. Students‟ low motivation and interest

English is a difficult subject, the way to write and pronounce is different Some students just keep silent, some of them played with friend or toys

The students looked very enthusiastic to join the teachinglearning process because they

Some students did not pay attention to the lesson. They just played with their pen or their toys.

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There were still some students who were not able to do the entire task asked by the teacher. However, there

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3. Students‟ activeness

The Strengths of flashcards

The Weaknesses of flashcards The Mean Score Data Source

The students‟ did not know what to do if they found difficult words, hard to do the task, reluctant to come forward if the teacher ask to come

liked the colourful pictures of tame animal which were brought by the teacher. They were active to answer the teachers‟ questions, eventhough almost all of them answered in Bahasa Indonesia. But after that only few students followed the teachers‟ explanation.

1. Observation 2. interview 3. Questionnaire 4. Pre-test

1. Observation 2. Interview 3. Test 1

were some enthusiastically. The students students who There was no enjoyed every were still not serious problem single activity able to make the faced by the in this meeting sentence researcher. The such as creating patterns in students were flashcards. complete easily controlled structures and in the right order. There were also some students who did not pay attention well to the activity because they were busy with their own business, such as playing with their pen or their toys. (1) Flashcards can attract the students‟ attention to make them concentrate on the lesson. (2) Flashcards can trigger the students‟ curiosity and interest . (3) Flashcards can motivate the students to learn English. (4) Flashcards are effective media to teach vocabulary. (1) In the teaching learning process sometimes crowded situation happen, when the students became out of control . (2) The limitation of the time made the class activity not always finished on time. 54.83 64.58 77.72 1. Observation 2. Interview 3. Questionnaire 4. Post-Test 2

teacher entered the class, the students seemed very interested to follow English lesson. The students enjoyed every single activity


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D. Discussion This research is a classroom action research which implementing flashcards to improve students‟ vocabulary mastery. The result of this research were satisfying in term of: (1) the improvement of students‟ vocabulary mastery, and (2) the improvement of class situation. Each point is described more detail as follows: 1. The improvement of vocabulary mastery From the findings, it can be concluded that flashcards can improve the students vocabulary mastery. As stated by Mak (2009: 3), vocabulary teaching, the use of teaching aid will enable the students particularly for elementary school to increase their vocabulary mastery. That is why, as English as foreign language teacher, we should use proper media to deliver the materials to our students, especially for young learners. One of an effective media to deliver materials is flashcards. As stated by Schunk (2008: 12), he argues that flashcards can be used for the children in learning, because flashcards is any set of cards bearing information, as words or number, on either or both sides, used in classroom drills or in private study. It is in line with Urbom (1998: 87), flashcard is a card with a word or words, number or a picture on it that you look at to help you learn or remember. The improvement can be seen from the result of their test. Before the implementation of flashcards, the students score was low but after flashcards was implemented in the teaching learning process, the students‟score was much higher. The students‟ mean score increased from 54.83 in Pre-test to 64.58 in Test commit to user

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1 to 77.72 in Post-test. a.

The improvement in meaning Using flashcards was effective to motivate the students‟ curiosity in

learning new vocabulary. By using flashcards, the students learned naturally to learn new words. By using flashcards, students did not learn vocabulary by listing sum of words then memorizing those words but understanding the meaning based on the picture given in the flashcards. Flashcards gave the impression for the students to memorize the vocabularies, so that they could easily memorize in long term memory. Memorizing the meaning of words is easier when the students find the relation of with the visual aid. As stated by Surana (2012), flashcards is a form of educational games in the form of pale cards containing pictures and words are deliberately designed by Doman to improve various aspects , including : developing a memory, independence training , and increasing vocabulary . The improvement in the aspect of meaning was reflected from the increase of the students‟ average score from Pre-test to Test 1 and Post-test. The average score of the aspect meaning increased from 63.31 in Test to 69.21 in Test 1, and to 84.07 in Post-test. b.

The improvement in pronunciation The students showed a significant improvement in their pronunciation

after taught by using flashcards in cycle 2. The students were helped by the used Cambridge Advanced Learner‟s Dictionary Third Edition (software) in the pronunciation aspect. The pronunciation of the native speaker in the dictionary and my pronunciation helped them memorize the pronunciation of a new word. commit to user



This improved the achievement of the students in pronunciation aspect from cycle 1. The students were also drilled one by one to pronounce the words as often as possible so their tongue was accustomed and familiarized with English accent and pronunciation. As stated by Burden (2004), for children at reading age, flash cards can be used in conjunction with word cards. These are simply cards that display the written word. Word cards should be introduced well after the pictorial cards so as not to interfere with correct pronunciation. The improvement in the aspect of pronunciation was reflected from the increase of the students‟ average score from Pre-test to Test 1 and Post-test. The average score of the aspect pronunciation increased from 39.42 in Pre-test to 58.65 in Test 1, and to 68.65 in Post-test. c.

The improvement in spelling Besides learning instructions in recognizing meaning and pronouncing

words, I also gave the students opportunities in spelling the words. The students got better spelling and less making errors in spelling letters. They watch the written pattern which are written in bold letter on the flashcards and memorized it. It correspond to the explanation from Arsyad (2011), flashcards are divided into several types , one of which is a useful picture cards to train students' spelling and vocabulary enrichment . The improvement in the aspect of spelling was reflected from the increase of the students‟ average score from Pre-test to Test 1 and Post-test. The average score of the aspect spelling increased from 63.85 in Pre-test to 67.69 in Test 1, and to 80.76 in Post-test.

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d.


The improvement in using the words The students got better understanding in using words into simple

sentences. The students learned to arrange simple sentence. I asked the students to answer my question by using simple sentence, so that they could make their own sentence in the test. They did not get any serious difficulties in arranging simple sentences. It is in line with Thornbury (2002) who states that flashcards help teacher to demonstrate a simple sequence of activities to the learners. It is correspond with Haycraft (1978: 102), he says that flashcards can also be used for practicing structure and word order or for a variety of games. The improvement in the aspect of using the words was reflected from the increase of the students‟ average score from Pre-test to Test 1 and Post-test. The average score of the aspect using the words increased from 52.27 in Pre-test to 62.79 in Test 1, and to 77.4 in Post-test.

2. The Improvement of Class Situation In this research, flashcards is also improves the classroom situation. In the teaching and learning process, the students took participation more seriously. Flashcard can make the environment in the class life and the students are motivated and interested in the teaching and learning process. According to Haycraft (1978: 102), flashcards are motivating and eye-catching. Colorful flashcards can motivate the students, make them want to pay attention and want to take part in teaching and learning process. Williams (1991: 207) in Walker (1997) states that children learn better if they have a positive attitude toward what they commit to user



are doing and if they are motivated or want to do it. Therefore, I needed to use interesting media to attract students‟ interest and motivation, that is why I used flashcards as the teaching media to deliver the material in the teaching and learning process. Based on the students interview after the implementation of flashcards, they said that they like study English by flashcards. They like the activities in the class. They also enjoy the classroom situation. The students gave more attention and participation to the lesson. After the implementation of flashcards, the class situation became more conducive. Using flashcards in teaching learning process reduces the students who were not active in teaching learning process. The research findings show that after I implemented flashcards in the class, the students were active in teaching learning process. Flashcards is one of alternative media that is appropriate in teaching vocabulary. It is proven by the result of the students‟ mean score from pre-test and post-test. The students‟ participant in every single joining activity in joining the lesson also supported the activeness when flashcards is implemented in the class. Therefore, it is not doubtful to use flashcards to improve students‟ vocabulary mastery. It is proven that flashcards can improve students‟ vocabulary mastery, especially for the third grader of SD Negeri 1 Sindon. From the findings, it can be concluded that flashcards can improve the class situation. The students became more interested and motivated to learn english, as it changed their perception toward English as difficult subject became commit to user



easy and interesting subject. The student also became more active in the class. They actively involved in all of the teaching and learning activities and finished their task.

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CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion Having finished explaining the result of the study, I drew two conclusions. The first conclusion is that flashcards can improve the students‟ vocabulary mastery in all aspects: meaning, pronunciation, spelling, and using the words. In this case, the students could grasp and memorize the meaning of the words; pronounce the words correctly; write down/ spell the words correctly; and use the words in other context such as in making simple sentence. The second point to be concluded is that the use of flashcards can improve the class situation in learning English. Flashcards can make the environment in the class will be alive. Using flashcards in teaching learning process reduces the students who were not active in teaching learning process. Through flashcards, the students became happier and enjoy in learning activities. It also changed their perception toward English that is a difficult subject became interesting easy and interesting subject. Besides, before using flashcards in teaching vocabulary, the class situation was boring, but after being taught using flashcards, the students were interested and motivated in learning English. They became more active and all of the students were involved in the teaching learning activities. The students were more enthusiastic in joining the lesson, so the lesson became more effective than before. The students paid more attention to the teachers‟ explanation. commit to user

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Based on the research findings above, it can be concluded that teaching vocabulary by using flashcards can improve the students‟ vocabulary mastery and improve classroom situation. Flashcards can motivate the students and attract the students interest in learning English.

B. Implication The conclusion above implies that in teaching vocabulary, it is necessary to use appropriate media suaitable to childrens‟ characteristic. This would bring the students into good participation in the lesson. The use of flashcards in teaching children vocabulary is effective in improving their vocabulary mastery. Using flashcards combined with fun activities can create a good athmosphere, refresh students‟ mind which supports teaching learning process, and make student feel at ease. By using flashcards, I helps the students to develop their brain capacity and strenghten their motivation. Flashcards motivate the students to memorize, pronounce, spell, and using the number of new words in a simple sentence in interesting and easy way. Flashcards increase students‟ achievement in English. By using flashcards, students feel at ease in learning English, the fun media and activities increase their motivation and interest in learning English, this situation change their perception toward English as difficult subject became easy and interesting subject.

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C. Suggestion Based on the research findings, the researcher would like to propose some suggestions related to this research. She hopes that the suggestions will be useful for the English teachers, the institutions, and other researchers.

1. for teachers The teacher should know how to enhance their ability in teaching and to develop a good athmosphere in the class, so that the students learn easily and comfortably in their class. It is necessary for the teachers to use interesting media, such as flashcards, in teaching vocabulary to children, so that they will be interested in joining the lesoon and will pay more attention to the teachers‟ explanation.

2. for institutions The institution should encourage and support the English teachers to improve the quality of their teaching. The institution should also give an opportunity to the teacher with a brand new idea in teaching English. It can be done by providing facilities needed by both teachers and students so that the teaching learning process will run well. Besides, the institution should hold regular meeting with the English teachers in order to discuss about the problems they face in teaching and to find out the best solutions. commit to user



3. for other researchers This study discusses the implementation of teaching vocabulary using flashcards in improving the students‟ vocabulary mastery. It is expected that the result of the study can be used as an additional reference for further researches, especially researches dealing with the teaching of vocabulary.

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BIBLIOGRAPHY

Aisyah, Siti. 2012. The Teaching English Vocabulary to Pre-School Students through Flashcards and Songs at RA Nurrohman Pandakasih Cimahi. Bandung: STIKP Siliwangi. Available at http://publikasi. Stikpsiliwangi.ac.id/karya-ilmiah-ahasiswa/the-teaching-englishvocabulary-to-pre-school-students-through-flash-cards-adn-song-at-ranurrohman-pandakasih-cimahi. Accessed at 10.07 a.m. on July 2, 2013 Allen, French. 1983. Technique in Teaching Vocabulary. Oxford: Oxford University Press. Amelia, Pratiwi. 2012. The Effectiveness of Using Flash Cards in Teaching Vocabulary to Young Learners. Yogyakarta: University of Ahmad Dahlan. Available at http://pascasarjana.uad.ac.id/abstract-thesis/pbi-theeffectiveness-of-using-flash-cards-in-teaching-vocabulary-to-younglearners-10142026-pratiwiamelia-pascasarjana.uad.ac.id.pdf accessed at 10.07 am, on July 1, 2013 Arsyad, A. 2011. Media Pembelajaran. Jakarta: Rajawali Press.

_________. 2004. Media Pengajaran. Jakarta: PT Raja Grafindo Persada

Bowen, Betty Morgan. 1995. ELTS Look Here: Visual Aids in Language Teaching. London: Modern English Publication.

Burns, Anne. 1999. Collaborative Action Research for English Language Teacher. Cambridge: Cambridge University Press. Burns, Paul C and Betty, L. Broman. 1975. The Language Arts in Childhood Education. Illinois: Rand McNally College. Cross, David. 1991. A Practical Handbook of Language Teaching. Bath: The Bath Press. Depdibud Propinsi Jawa Tengah. 1994. GBPP Muatan Lokal SD Mata Pelajaran Bahasa Inggris. Semarang: Dinas Pendidikan commit to user Edge, Julian. 1993. Essential of English Language Teaching. London: Longman.



Elliot, Stephen, N. et al 2000. Educational Psychology: Effective Teaching Effective Learning (Third Edition). Boston: McGraw Hill. Furchan, Arief. 2004. Pengantar Penelitian dalam Pendidikan. Yogyakarta: Pustaka Pelajar. Hatch, Evelyn and Cheryl Brown. 1995. Vocabulary, Semantics and language Education. Cambridge: Cambridge University Press. Haycraft, John. 1978. An Introduction to English Language Teaching. Harlow: Longman Hopkins, David. 1993. A Teacher‟s Guide to Classroom Research. Great Buckingham: Open University Press. Hornby, A.S. 1995. Oxford Advanced Learner‟s Dictionary. New York: Oxford University Press. Kemp, Jerrold E. 1963. Planning and Producing Audio-Visual Effectively. New York: New York University Press Logsdon, Ann. 2000. Flash Card Teaching Strategies – Strategies for Flash Card Teaching. Available at http://learningdisabilities.about.com/od/instructionalmaterials/qt/flash_card_teaching_strategies.htm accessed at 09.07 am, on July 1, 2013

Mak, Elaine. 2009. Do Glenn Doman Flash Cards Work? GOARTICLES.com. (online) http://goarticles.com/doglenndomanflashcardswork/article. Accessed: 21 November 2012 Mills, Geoffrey E. 2000. Action Research: A Guide for Teacher Researcher. New York: Prentice Hall. ________________. 2004. Action Research. New jersey: Merill Prentice Hall. Moleong, Lexy J. 2004. Metode Penelitian Kualitatif. Bandung: Remadja Rosdakarya. Mubarokah. 2011. Teaching Vocabulary commit through to user Flashcards at the First Grade of SD Plus Nurul Hikmah Pamekasan. Madura: Sekolah Tinggi Ilmu



Agama Islam Negeri Pamekasan. Available at http://perpus.stain pamekasan.ac.id/index.php?p=show_datail&id=4400. Accessed at 09.30 am, on July 1, 2013 Nadziroh, Aschurotun. 2010. The Use of Flash Cards to Improve Vocabulary to Mastery (A Classromm Action Research of the Fourth Year Students of MI Duren Bandungan in the Academic Year of 2009/2010). Salatiga: Sekolah Tinggi Ilmu Agama Islam Negeri Salatiga. Available at http://perpus.stainsalatiga.ac.id/seg.php?a=detail&id=505# accessed at 11.07, on July 16, 2013 Nunan, David. 1992. Research Methods in Language Learning. Cambridge: Cambridge University Press. ___________ 1998. Designing Tasks for Communicative Classroom Class. Cambridge: Cambridge University Press. Sadiman. 1996. Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT Raja Grafindo Persada. Sadirman, et.al. 2004. Media Pendidikan. Jakarta: PT Raja Grafindo Persada

Scott, Wendy A. and Lisbeth H. Ytreberg. 2000. Teaching English to Children. New York: Longman.

Schmitt, Nobert and Michael McCarty. 1997. Vocabulary Description Acquisition and Paedagogy. Cambridge: Cambridge University Press. Schunk, Dale H. 2008. Learning Theories: An Educational Perspective. New Jersey: Pearson Prentice Hall. Sindhunata. 2000. Membuka Masa Depan Anak-anak Kita. Yogyakarta: Kanisius. Thornbury, S. 2002. How to Teach Vocabulary. Selangor: Longman Tim Pelatih Penelitian Tindakan. 2000. Penelitian Tindakan (Action Research). Yogyakarta: Universitas Negeri Yogyakarta. commit to user Urbom, Ruth. 1998. American Wordpower Dictionary. Oxford: Oxford University



Press. Wiersma, William. 2000. Research Method in Education. New jersey: Person Education Company Willis, Jane. 1998. A Framework for Task-Based Learning. London: Longman. Willis, Jane and Willis, Dave.1996. Challenge and Change in Language Teaching. Oxford: Heinemann ELT. Zetina, Elsa Ulifatul. 2010. Teaching Vocabulary by Using Flashcards to Improve the Students Vocabulary Mastery at Fourth Grade of SDN Bandungrejo 02-Bantur. Malang: Islamic University of Malang. Available at http://www.infodiknas.com/teaching-vocabulary-by-usingflash-cards-to-improve-the-students-vocabulary-mastery-at-fourth-gradeof-sdn-bandungrejo-o2-bantur.html accessed at 11.12 am, on July 16, 2013

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Appendices

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Appendix 1 Result of Questionnaire before the Implementation of the Research Silang jawaban yang menurut kamu benar! No

Statement

Ya

Tidak

1

Belajar Bahasa Inggris itu menyenangkan

8

5

2

Mengingat arti kata dalam Bahasa Inggris itu sulit

9

4

3

Mengucapkan kata dalam Bahasa Inggris itu sulit

13

0

4

Mengeja kata dalam Bahasa Inggris itu sulit

10

3

5

Membuat kalimat dalam Bahasa Inggris itu sulit

11

2

6

Pelajaran Bahasa Inggris itu membosankan

7

6

7

Pelajaran Bahasa Inggris itu susah

8

5

Cara mengajar guru kamu sekarang membantu kamu

4

9

Guru kamu mengajar menggunakan media

13

0

Media yang digunakan guru kamu dalam mengajar

5

8

Nilai pelajaran Bahasa Inggris kamu memuaskan

5

8

Kamu merasa malu dan takut salah saat disuruh guru

10

3

8

5

3

10

3

10

3

10

8 9

10

dalam belajar Bahasa Inggris

Bahasa Inggris membuat kamu tertarik dengan pelajaran Bahasa Inggris

11

12

maju untuk mengerjakan soal Bahasa Inggris di papan tulis

13

14

15

16

Keadaan kelas kamu ramai saat pelajaran Bahasa Inggris berlangsung Situasi kelas mendukung kamu dalam belajar Bahasa Inggris Keadaan kelas aktif saat pelajaran Bahasa Inggris berlangsung Kamu selalu bersemangat mengikuti pelajaran Bahasa Inggris commit to user



From the above analysis, it can be concluded that the students‟ interest, motivation, and achievement were still low. It can be seen from their result score. Only few students who like English subject. They found difficulties in grasping the meaning, pronouncing the words, spelling them, and use them in sentences. They were not satisfied with their achievement. They also seemed low motivated to learn English. The teacher uses media but it was less interesting. The class situation was also not supported.

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Appendix 2 Transcripts of the Students’ Pre-research Interview Teacher (T) – Student 1 (S1) T : “Selamat pagi Eirma, gimana kabarnya?” S1 : “Pagi, Miss. Saya baik, Miss” T : “Oke Eirma, Miss mau nanya pendapat kamu tentang pelajaran Bahasa Inggris, boleh gag?.” S1 : “Boleh dong Miss.” T : “Kamu suka gag, belajar Bahasa Inggris?” S1 : “Ya lumayan suka sich Miss.” T : “Apa yang bikin kamu senang sama pelajaran bahasa Inggris?” S1 : “Hmm . . . apa ya Miss, suka aja diajar sama Miss Ima gag galak.” T : “Apa selama ini kamu bersemangat mengikuti pelajaran Bahasa Inggris?” S1 : “Ya lumayan Miss, kalau pas pelajarannya gampang ya semangat, kalau pas susah yaa . . . males, heheheh.” T : “Apakah pelajaran Bahasa Inggris membuat kamu merasa bosan?” S1 : “Ya kalau susah apalagi aku gag bisa ya bosen Miss. Trus juga kalau disuruh menegrjakan LKS terus ya bosan Miss.” T : “Adakah yang membuat kamu merasa tidak nyaman belajar Bahasa Inggris?” S1 : “Ya kalau ketemu kata yang susah trus nyari di kamus gag ketemu ketemu, jadi bikin males.” T : “Apa saja yang kamu siapkan untuk mengikuti pelajaran Bahasa Inggris?” S1 : “Ya kamus, LKS, buku catatan.” T : “Lalu apakah menurut kamu pelajaran Bahasa Inggris itu susah?” S1 : “Susah susah gampang Miss.” T : “Apa yang membuat pelajaran Bahasa Inggris itu susah?” S1 : “Ya kalau kata-katanya susah Miss. Nyari arti di kamus gag ketemu, apalagi kalau disuruh bikin kalimat pake Bahasa Inggris, susah Miss.” T : “Bagaimana pendapatmu saat harus mengingat arti kata Bahasa Inggris?” S1 : “Kalau udah pernah denger ya kadang gampang, kalau belum pernah denger ya susah Miss. Apalagi kalau kata-katanya panjang atau suruh ngartiin kalimat. Ampuuun!” T : “Bagaimana pendapatmu saat harus mengucapkan kata dalam Bahasa Inggris?” S1 : “Susah Miss, suka gag pas sama contoh yang dikasih sama Miss. commit to user Lidahnya suka kepleset, heheheh.”


T S1 T S1 T S1 T S1 T S1 T S1 T S1 T S1 T S1 T S1


: “Bagaimana pendapatmu saat harus mengeja atau menulis katadalam Bahasa Inggris?” : “Susah Miss, khan tulisan sama pengucapannya beda, dari angka satu aja tulisannya one, tapi dibaca wan, beda banget khan?” : “Bagaimana pendapatmu saat harus membuat kalimat dalam Bahasa Inggris?” : “Susah Miss, jarang diajarin sich, cuman kadang liat di LKS.” : “Apakah cara mengajar Bu Guru sekarang membantu kamu dalam belajar Bahasa Inggris?” : “Ya lumayan membantu sich Miss.” : “Apakah kamu menyukai metode atau cara mengajar yang selama ini dipakai oleh Bu Guru?” : “Hmm . . . lumayan Miss.” : “Apa saja kegiatan belajar Bahasa Inggris di kelas selama ini?” : “Ya nyatet arti kata, ngerjain LKS, kadang hafalan kata-kata, kadang dikasih PR nulis di buku, kadang PR dari LKS.” : “Apakah kamu pernah diajar menggunakan media?” : “Pernah Miss, pake gambar kecil gitu, tapi jarang banget, paling cuma sekali kapan gitu..” : “Apakah kamu merasa senang diajar menggunakan media?” : “Ya senang Miss, tapi jarang banget. Kalau gag salah cuman sekali.” : “Bagaimana situasi kelas saat pelajaran Bahasa Inggris?” : “Ya kadang rame Miss, apalagi si Nanda suka gangguin.” : “Apakah situasi kelas mendukung kamu dalam belajar Bahasa Inggris?” : “Ya kadang Miss, kalau pas lagi tenang, kalau pas rame ya jadi susah konsentrasi Miss.” : “Oke Eirma. Terima kasih.” : “Sama-sama, Miss.”

Teacher (T) – Student 2 (S2) T : “Selamat pagi Soni, gimana kabarnya?” S2 : “Pagi, Miss. Saya baik, Miss” T : “Oke Soni, Miss mau nanya pendapat kamu tentang pelajaran Bahasa Inggris, boleh gag?.” S2 : “Boleh Miss.” T : “Kamu suka gag, belajar Bahasa Inggris?” S2 : “Ya lumayan sich Miss.” T : “Apa yang bikin kamu senang sama pelajaran bahasa Inggris?” commit to user


S2 T S2 T S2 T S2

T S2 T S2 T S2 T S2 T S2 T S2 T S2 T S2 T S2


: “Hmm . . . apa ya Miss, suka aja. Pas pelajarannya gampang, ya suka, kalau susah, ya gag suka, heheheh.” : “Apa selama ini kamu bersemangat mengikuti pelajaran Bahasa Inggris?” : “Ya kadang-kadang Miss” : “Apakah pelajaran Bahasa Inggris membuat kamu merasa bosan?” : “Ya kadang bosan Miss, apalagi kalau pas siang udah capek, penegnnya cepet-cepet pulang aja.” : “Adakah yang membuat kamu merasa tidak nyaman belajar Bahasa Inggris?” : “Banyak Miss, pas nemu kata-kata susah, pas nemu soal yang susah njawabnya, pas disuruh maju tapi gag bisa, bikin malu aja. Trus juga pas disuruh ngerjain LKS pas soalnya banyak dan susah-susah, jadi bikin males.” : “Apa saja yang kamu siapkan untuk mengikuti pelajaran Bahasa Inggris?” : “Buku catatan, kamus ideal, sama apa lagi ya . . . .” : “Lalu apakah menurut kamu pelajaran Bahasa Inggris itu susah?” : “Susah Miss.” : “Apa yang membuat pelajaran Bahasa Inggris itu susah?” : “Ya banyak Miss, seperti arti kata yang susah dihafal, pengucapan yang berbeda dari tulisannya soal yang susah dimengerti, banyak deh.” : “Bagaimana pendapatmu saat harus mengingat arti kata Bahasa Inggris?” : “Susah Miss. Apalagi kalau kata-katanya panjang kayak soal di LKS itu, gag mudeng blass!” : “Bagaimana pendapatmu saat harus mengucapkan kata dalam Bahasa Inggris?” : “Susah Miss, khan bukan orang Inggris Miss, jadi gag bisa.” : “Bagaimana pendapatmu saat harus mengeja atau menulis katadalam Bahasa Inggris?” : “Susah Miss, khan tulisan sama pengucapannya beda.” : “Bagaimana pendapatmu saat harus membuat kalimat dalam Bahasa Inggris?” : “Susah Miss, aku sama sekali gag bisa, heheheh.” : “Apakah cara mengajar Bu Guru sekarang membantu kamu dalam belajar Bahasa Inggris?” : “Ya kadang sich Miss.” : “Apakah kamu menyukai metode atau cara mengajar yang selama ini dipakai oleh Bu Guru?” commit to user : “Hmm . . . lumayan Miss.”


T S2 T S2 T S2 T S2 T S2 T S2


: “Apa saja kegiatan belajar Bahasa Inggris di kelas selama ini?” : “Ya nyatet arti kata di buku catetan, nyari arti di kamus, ngerjain LKS, kadang hafalan kata-kata, kadang dikasih PR.” : “Apakah kamu pernah diajar menggunakan media?” : “Pernah Miss, pake gambar kecil gitu, tapi kapan ya Miss, aku udah lupa, dah lama banget sich.” : “Apakah kamu merasa senang diajar menggunakan media?” : “Ya senang Miss.” : “Bagaimana situasi kelas saat pelajaran Bahasa Inggris?” : “Ya kadang rame Miss, apalagi kalau anak-anak ngajakin becandaan mulu.” : “Apakah situasi kelas mendukung kamu dalam belajar Bahasa Inggris?” : “Ya kadang Miss.” : “Oke Soni. Terima kasih.” : “Sama-sama, Miss.”

Teacher (T) – Student 3 (S3) T : “Selamat pagi Jeni, gimana kabarnya?” S3 : “Pagi, Miss. Saya baik, Miss” T : “Oke Jeni, Miss mau nanya pendapat kamu tentang pelajaran Bahasa Inggris, boleh gag?.” S3 : “Boleh Miss.” T : “Kamu suka gag, belajar Bahasa Inggris?” S3 : “Hehehe, gag suka Miss.” T : “Kenapa gag suka?” S3 : “Hmm . . . abisnya pelajarannya susah Miss.” T : “Apa selama ini kamu bersemangat mengikuti pelajaran Bahasa Inggris?” S3 : “Lebih seringnya males, gag bisa heheheh.” T : “Apakah pelajaran Bahasa Inggris membuat kamu merasa bosan?” S3 : “Ya kalau gag bisa ya bosan Miss.” T : “Adakah yang membuat kamu merasa tidak nyaman belajar Bahasa Inggris?” S3 : “Ya karena gag bisa jadi gag nyaman Miss, malu sama temen-temen.” T : “Apa saja yang kamu siapkan untuk mengikuti pelajaran Bahasa Inggris?” S3 : “Kamus, LKS, buku catatan.” T : “Lalu apakah menurut kamu pelajaran Bahasa Inggris itu susah?” commit to user S3 : “Susah Miss. Susah banget malah!”


T S3 T S3 T S3 T S3 T S3 T S3 T S3 T S3 T S3 T S3 T S3 T S3 T S3


: “Apa yang membuat pelajaran Bahasa Inggris itu susah?” : “Ya semuanya Miss, kata-katanya asing.” : “Bagaimana pendapatmu saat harus mengingat arti kata Bahasa Inggris?” : “Susah Miss, khan jarang dipakai, jadi gag ngerti.” : “Bagaimana pendapatmu saat harus mengucapkan kata dalam Bahasa Inggris?” : “Susah Miss, suka belibet ngomongnya.” : “Bagaimana pendapatmu saat harus mengeja atau menulis katadalam Bahasa Inggris?” : “Susah Miss.” : “Bagaimana pendapatmu saat harus membuat kalimat dalam Bahasa Inggris?” : “Apalagi bikin kalimat Miss, susah banget!” : “Apakah cara mengajar Bu Guru sekarang membantu kamu dalam belajar Bahasa Inggris?” : “Ya kadang-kadang Miss.” : “Apakah kamu menyukai metode atau cara mengajar yang selama ini dipakai oleh Bu Guru?” : “Hmm . . . lumayan Miss.” : “Apa saja kegiatan belajar Bahasa Inggris di kelas selama ini?” : “Ya nyatet arti kata, ngerjain LKS, kadang hafalan kata-kata.” : “Apakah kamu pernah diajar menggunakan media?” : “Pernah Miss, pake gambar kecil gitu, tapi udah lama banget dan kalau gag salah cuma sekali.” : “Apakah kamu merasa senang diajar menggunakan media?” : “Ya sebenernya sich senang Miss, tapi jarang banget.” : “Bagaimana situasi kelas saat pelajaran Bahasa Inggris?” : “Suka rame Miss, apalagi si Nanda tuh suka gangguin aku.” : “Apakah situasi kelas mendukung kamu dalam belajar Bahasa Inggris?” : “Ya kadang Miss.” : “Oke Jeni. Terima kasih.” : “Sama-sama, Miss.”

From the above interviews, it can be analized that most students still have low motivation in learning English. The vocabulary mastery is also still low. The media that is used by the teacher is not supporting enough to teach English. The class condition is also not supported to conduct the lesson. The students need more media and new method to improve their ability in mastering English. commit to user



Appendix 3 Transcripts of the collaborators’ Pre-research Interview Interviewer (I) – Collaborator (C) I : “Selamat Siang Bu Dena, maaf saya mau ganggu sebentar, apa Ibu ada waktu?” C : “Selamat siang Bu, ada yang bisa saya bantu?” I : “Ini Bu, saya ingin bertanya sedikit tentang pembelajaran Bahasa Inggris untuk anak-anak.” C : “Baik Bu, silakan! Kebetulan jam mengajar saya sudah selesai.” I : “apakah menurut Ibu, pelajaran vocabulary untuk anak-anak itu penting?” C : “Kalau menurut saya, penting sekali Bu, apalagi vocabulary itu adalah pengetahuan dasar untuk mempelajari bahasa asing.” I : “Menurut Ibu, cara mengajar vocabulary yang tepat untuk mengajar anak SD itu seperti apa?” C : “Ya kalau menurut saya ya yang memakai media yang menarik sehingga siswa jadi tertarik atau menyukai pelajaran Bahasa Inggris terlebih dahulu, baru setelah mereka suka, jadi semangat ikut pelajaran lalu ilmunya juga dapat..” I : “Apa yang Ibu ketahui tentang flashcards?” C : “Hm . . .. kartu bergambar untuk mengajar kosa kata itu ya?” I : “Apakah menurut Ibu, flashcards bisa meningkatkan kemampuan anak dalam memahami makna kata dalam Bahasa Inggris?” C : “Saya kira bisa Bu, khan ada gambarnya, jadi anak-anak bisa mengingat arti atau makna kata dari gambarnya.” I : “Apakah menurut Ibu, flashcards bisa meningkatkan kemampuan anak dalam pengucapan kata dalam Bahasa Inggris?” C : “Sepertinya bisa juga Bu, kalau di kartunya ada cara membacanya juga.” I : “Apakah menurut Ibu, flashcards bisa meningkatkan kemampuan anak dalam mengeja kata dalam Bahasa Inggris?” C : “Kalo di kartunya disertakan tulisan kata Bahasa Inggrisnya saya rasa bisa Bu, anak-anak bisa berimajinasi mengingat kata dalam Bahasa inggris yang tertulis di kartu.” I : “Apakah menurut Ibu, flashcards bisa meningkatkan kemampuan anak dalam penggunaan kata seperti membuat kalimat dalam Bahasa Inggris?” C : “Flashcards khan gag Cuma bisa dikasih gambar saja Bu, jadi kita dalam menggunakannya bisa di mix dengan kata-kata atau kalimat untuk commit to user memberi contoh siswa kita.”



I C

I C

I C

I C

I C

: “Apakah menurut Ibu, flashcards bisa meningkatkan motivasi anak dalam belajar Bahasa Inggris?” : “Ya khan anak-anak biasanya tertarik dengan hal baru, apalagi ini adalah salah satu media yang cukup menarik bagi anak-anak, ada gambar warnawarni yang biasanya membuat anak lebih tertarik memperhatikan materi yang diajarkan, sehingga kemungkinan besar penggunaan flashcards bisa meningkatkan motivasi siswa mengikuti pelajaran Bahasa Inggris.” : “Apakah menurut Ibu, flashcards bisa membuat kegiatan belajar mengajar menjadi lebih menarik untuk siswa?” : “Ya seperti yang telah saya utarakan sebelumnya, penggunaan media yang menarik akan mampu membuat anak-anak lebih aktif mengikuti kegiatan belajar mengajar.” : “Apakah menurut Ibu, flashcards bisa membuat siswa lebih aktif dalam kegiatan belajar mengajar di kelas? : “Kemungkinan besar akan begitu Bu, karena anak-anak dari awal sudah tertarik dengan media yang digunakan, jadi akan meningkatkan rasa ingin tahu mereka lalu otomastis akan membuat siswa lebih aktif dalam kegiatan belajar mengajar yang bermula dari rasa keingintahuan mereka tersebut.” : “Apakah menurut Ibu, flashcards bisa meningkatkan pencapaian nilai siswa dalam pelajaran Bahasa Inggris?” : “Ya bisa dong Bu, khan dari awal sudah tertarik, lalu aktif dalam kegiatan, jadi ilmunya lebih merasuk begitu, jadi siswa akan lebih mudah menyerap ilmunya yang secara otomatis akan meningkatkan pencapaian nilai mereka.” : “Oke kalau begitu Bu Dena, terima kasih atas kesediaan Ibu untuk tanya jawab ini.” : “Sama-sama Bu.”

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Appendix 4 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) (Cycle 1)

Sekolah Mata Pelajaran Elemen Tema Topik Kelas/Semester Alokasi waktu Hari/ Tanggal

: SD Negeri 1 Sindon : Bahasa Inggris : Vocabulary : Noun (Kata benda) : Tame animals : III/2 (Genap) : 2 x 35 menit :

A. Standar Kompetensi

:

Memahami makna kosakata sederhana dan teks tulis dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

B. Kompetensi Dasar

:

Merespon makna kosa kata dan menggunakan kosa kata ke dalam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.

C. Indikator

:

Pada akhir pembelajaran siswa diharapkan dapat: 1. Menyebutkan arti kosa kata tentang binatang jinak. 2. Mengucapkan/ melafalkan kosa kata tentang binatang jinak 3. Mengeja kosa kata tentang binatang jinak yang benar 4. Menerapkan kosa kata tentang binatang jinak ke dalam kalimat sederhana

D. Materi Pembelajaran

:

Terlampir (lampiran 1)

E. Metode Pembelajaran : Contextual Learning

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F. Prosedur Pembelajaran : 1. Kegiatan pendahuluan a.Guru memberikan salam b. Guru mengabsen kehadiran siswa c.Guru menjelaskan tentang tema dan topik yang akan dibahas d. Guru menjelaskan tujuan pembelajaran e.Guru memberikan pertanyaan berkaitan dengan materi pembelajaran yang akan dibahas

2. Kegiatan Inti a.Guru memperlihatkan kartu flashcards kepada siswa dengan cara menempel kartu pada papan tulis lalu memberikan tanda berupa kotak pada setiap kartu yang ditempatkan secara urut satu persatu b. Siswa diminta menghafal nama gambar sesuai urutan letaknya pada papan tulis secara berkelompok setelah flashcards yang dipajang di papan tulis diambil. Siswa menghafal nama binatang sesuai urutan penempatan flashcards di papan tulis. c.Guru dan siswa mengadakan tanya jawab tentang apa yang telah diperintahkan guru (menghafal nama dan arti gambar sesuai letak di papan tulis) d. Guru memberikan contoh pengucapan nama gambar binatang jinak yang muncul di flashcards e.Siswa diminta mengulang apa yang telah didengar f. Guru membetulkan pengucapan siswa yang masih salah g. Siswa diminta untuk menuliskan nama binatang pada kotak di papan tulis dengan Bahasa Inggris setelah flashcards diambil dari papan tulis h. Guru memberikan contoh penggunaan kata khususnya nama-nama binatang jinak dalam sebuah kalimat sederhana i. Guru memberikan lembar kerja untuk mengukur kemampuan siswa commit to user



3. Kegiatan Penutup a.Guru merangkum materi yang telah diajarkan hari ini bersama siswa b. Guru memberi kesempatan pada siswa untuk bertanya apabila masih menemui kesulitan tentang materi yang diajarkan c.Guru memberikan umpan balik positif dan penguatan dalam bentuk lisan, isyarat, maupun hadiah kepada siswa d. Guru memberikan tugas di rumah (PR) e.Guru bersama siswa merefleksi konsep yang telah dipelajari

G. Alat Bantu/Media Belajar/Sumber Belajar: 1. Media pembelajaran Flashcards, notebook, LCD Proyektor, screen, papan tulis, kapur 2. Sumber belajar a.

Buku teks Active English 3, Ida Kusuma Dewi, Tiga Serangkai

b.

Cambridge Advanced Learner‟s Dictionary Third Edition (software)

3. Buku-buku lain yang relevan

H. Penilaian hasil belajar : 1. Jenis penilaian

: sumatif

2. Teknik

: unjuk kerja (performance)

3. Alat penilaian

: terlampir

4. Kunci jawaban

: terlampir

5. Rubrik penilaian

: terlampir

Mengetahui Kepala SDN 1 Sindon

Guru Bahasa Inggris

Nur Hikmah Laila,S.Pd.

Sumardi,S.Pd. NIP 19630329 1984051005 commit to user



Lampiran 1 : MATERI AJAR Tame animals

Cat /kæt/ = kucing C–A–T It is a cat

Goat/gəʊt/ = kambing G–O–A–T It is a goat

Dog /dɒg/ = anjing D–O–G It is a dog

Cow/kaʊ/ = sapi C–O–W It is a cow

Fish /fɪʃ/ = ikan F–I–S–H It is a fish

Duck /dʌk/ = itik D–U–C–K It is a duck

Rabbit /ˈræb.ɪt/ = kelinci R–A–B–B–I–T It is a rabbit

Horse /hɔːs/ = kuda H–O–R–S–E It is a horse

Pigeon /ˈpɪdʒ.ən/ = merpati P–I–G–E–O–N It is a pigeon

Monkey /ˈmʌŋ.ki/ = monyet M–O–N–K–E–Y It is a monkey

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commit to user



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Kunci Jawaban A. 1.

D. cat

2.

A. cow

3.

E. pigeon

4.

B. monkey

5.

C. Duck

1.

/dɒg/

2.

/dʌk/

3.

/gəʊt/

4.

/kæt/

5.

/ˈmʌŋ.ki/

B.

C. 1.

Rabbit

2.

Pigeon

3.

Horse

4.

Fish

5.

Goat

1.

It is a goat

2.

It is a cow

3.

It is a fish

4.

It is a rabbit

5.

It is a horse

D.

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Rubrik Penilaian A.

Matching There are five items, if all answers are correct, the score is 100 The score of correct item is 20. While the score of incorrectitem is 0

B.

Scorring rubric of Pronounciation The teacher scores the students based on the criterion below: No 1. 2. 3. 4.

Criterion The pronounciation is very clear The pronounciation is clear The pronounciation is unclear The pronounciation is so unclear that you cannot understand most of the message

score 4 3 2 1

4 x 5 = 20 x 5 = 100 C.

Names the pictures! 5 x 20 = 100

D.

Essay The teacher scores the students based on the criterion below: No 1. 2. 3. 4. 5.

Criterion The answer is full and correct There is one incorrect of the answer There is two incorrect answer There is three incorrect answer The answer are all incorrect

Sistem penilaian setiap indikator No 1 2 3 4

Indicator Meaning Pronounciation Spelling Use of words Total score

Score 100 100 100 100 400

Nilai siswa =

commit to user

score 20 15 10 5 0



RENCANA PELAKSANAAN PEMBELAJARAN (RPP) (Cycle 1)


: SD Negeri 1 Sindon : Bahasa Inggris : Vocabulary : Noun (Kata benda) : Fruits : III/2 (Genap) : 2 x 35 menit :


:


B. Kompetensi Dasar

:


C. Indikator

:

Pada akhir pembelajaran siswa diharapkan dapat: 1. Menyebutkan arti kosa kata tentang buah-buahan 2. Mengucapkan/ melafalkan kosa kata tentang buah-buahan 3. Mengeja kosa kata tentang buah-buahan yang benar 4. Menerapkan kosa kata tentang buah-buahan ke dalam kalimat sederhana


:


E. Metode Pembelajaran Contextual Learning

:

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F. Prosedur Pembelajaran : 1. Kegiatan pendahuluan a. Guru memberikan salam b. Guru mengabsen kehadiran siswa c. Guru menjelaskan tentang tema dan topik yang akan dibahas d. Guru menjelaskan tujuan pembelajaran e. Guru memberikan pertanyaan berkaitan dengan materi pembelajaran yang akan dibahas

2. Kegiatan Inti a.

Guru memperlihatkan kartu flashcards kepada siswa dengan cara menempel kartu pada papan tulis lalu memberikan tanda berupa kotak pada setiap kartu yang ditempatkan secara urut satu persatu

b.

Siswa diminta menghafal nama gambar sesuai urutan letaknya pada papan tulis secara berkelompok setelah flashcards yang dipajang di papan tulis diambil. Siswa menghafal nama buah-buahan sesuai urutan penempatan flashcards di papan tulis.

c.

Guru dan siswa mengadakan tanya jawab tentang apa yang telah diperintahkan guru (menghafal nama dan arti gambar sesuai letak di papan tulis)

d.

Guru memberikan contoh pengucapan nama gambar buah-buahan yang muncul di flashcards

e.

Siswa diminta mengulang apa yang telah didengar

f.

Guru membetulkan pengucapan siswa yang masih salah

g.

Siswa diminta untuk menuliskan nama buah-buahan pada kotak di papan tulis dengan Bahasa Inggris setelah flashcards diambil dari papan tulis

h.

Guru memberikan contoh penggunaan kata khususnya nama buahbuahan dalam sebuah kalimat sederhana

i.

Guru memberikan lembar kerja untuk mengukur kemampuan siswa commit to user



3. Kegiatan Penutup a.

Guru merangkum materi yang telah diajarkan hari ini bersama siswa

b.

Guru memberi kesempatan pada siswa untuk bertanya apabila masih menemui kesulitan tentang materi yang diajarkan

c.

Guru memberikan umpan balik positif dan penguatan dalam bentuk lisan, isyarat, maupun hadiah kepada siswa

d.

Guru memberikan tugas di rumah (PR)

e.

Guru bersama siswa merefleksi konsep yang telah dipelajari



b.




: sumatif

2. Teknik


3. Alat penilaian

: terlampir

4. Kunci jawaban

: terlampir

5. Rubrik penilaian

: terlampir


Guru Bahasa Inggris





Lampiran 1 : MATERI AJAR Fruits

Banana /bəˈnɑː.nə/ = pisang B–A–N–A–N–A It is banana

Orange /ˈɒr.ɪndʒ/ = jeruk O–R–A–N–G–E It is orange

Grape /greɪp/ = anggur G–R–A–P–E It is grape

Guava /ˈgwɑː.və/ = jambu biji G–U–A–V–A It is guava

Pineapple /ˈpaɪnˌæp.l ̩/= nanas P–I–N–E–A–P–P–L–E It is pineapple

Apple /ˈæp.l ̩/ = apel A–P–P–L–E It is apple

Mango /ˈmæŋ.gəʊ/= mangga M–A–N–G–O It is mango

Watermelon /ˈwɔː.təˌmel.ən/ = semangka W–A–T–E–R–M–E–L–O–N It is watermelon

Avocado /ˌæv.ə.kɑː.dəʊ/ = alpukat A–V–O–C–A–D–O It is avocado

commit to user Starfruit /ˈstɑː.fruːt/ = belimbing S–T–A–R–F–R–U–I–T It is starfruit



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commit to user



Kunci Jawaban A. 1.

Jambu biji

2.

nanas

3.

semangka

4.

mangga

5.

belimbing

1.

/greɪp/

2.

/ɒr.ɪndʒ/

3.

/gwɑ.və/

4.

/bənɑ.nə/

5.

/wɔ.təmel.ən/

1.

avocado

2.

banana

3.

apple

4.

starfruit

5.

orange

1.

This is a mango

2.

That is a starfruit

3.

This is a pineapple

4.

That is a watermelon

5.

This is a banana

B.

C.

D.

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Rubrik Penilaian A.

Translate There are five items, if all answers are correct, the score is 100 The score of correct item is 20. While the score of incorrectitem is 0

B.

Scorring rubric of Pronounciation The teacher scores the students based on the criterion below: No 1. 2. 3. 4.


score 4 3 2 1

4 x 5 = 20 x 5 = 100 C.

Arrange the jumbled letters! 5 x 20 = 10

D.

Essay The teacher scores the students based on the criterion below: No 1. 2. 3. 4. 5.




Score 100 100 100 100 400

Nilai siswa =

commit to user

score 20 15 10 5 0





: SD Negeri 1 Sindon : Bahasa Inggris : Vocabulary : Noun (Kata benda) : Vegetables : III/2 (Genap) : 2 x 35 menit :


:


B. Kompetensi Dasar

:


C. Indikator

:

Pada akhir pembelajaran siswa diharapkan dapat: 1. Menyebutkan arti kosa kata tentang sayuran 2. Mengucapkan/ melafalkan kosa kata tentang sayuran 3. Mengeja kosa kata tentang sayuran yang benar 4. Menerapkan kosa kata tentang sayuran ke dalam kalimat sederhana


:



:

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F. Prosedur Pembelajaran : 1. Kegiatan pendahuluan a.

Guru memberikan salam

b.

Guru mengabsen kehadiran siswa

c.

Guru menjelaskan tentang tema dan topik yang akan dibahas

d.

Guru menjelaskan tujuan pembelajaran

e.

Guru memberikan pertanyaan berkaitan dengan materi pembelajaran yang akan dibahas

3. Kegiatan Inti a.


b.

Siswa diminta menghafal nama gambar sesuai urutan letaknya pada papan tulis secara berkelompok setelah flashcards yang dipajang di papan tulis diambil. Siswa menghafal nama sayuran sesuai urutan penempatan flashcards di papan tulis.

c.


d.

Guru memberikan contoh pengucapan nama gambar sayuran yang muncul di flashcards

e.


f.


g.

Siswa diminta untuk menuliskan nama sayuran pada kotak di papan tulis dengan Bahasa Inggris setelah flashcards diambil dari papan tulis

h.

Guru memberikan contoh penggunaan kata khususnya nama-nama sayuran dalam sebuah kalimat sederhana

i.






b.


c.


d.


e.




b.




: sumatif

2. Teknik


3. Alat penilaian

: terlampir

4. Kunci jawaban

: terlampir

5. Rubrik penilaian

: terlampir


Guru Bahasa Inggris


Sumardi,S.Pd. NIP 19630329 1984051005

commit to user



Lampiran 1 : MATERI AJAR Vegetables

Cabbage /ˈkæb.ɪdʒ/ = kubis C–A–B–B–A–G–E It is cabbage

Carrot /ˈkær.ət/ = wortel C–A–R–R–O–T It is carrot

Cucumber /ˈkjuː.kʌm.bə r / = mentimun C–U–C–U–M–B–E–R It is cucumber

Bean /biːn/ = buncis B–E–A–N It is bean

Tomato /təˈmɑː.təʊ/ = tomat T–O–M–A–T–O It is tomato

Celery /ˈsel. ə r.i/ = seledri C–E–L–E–R–Y It is celery

Chilli /ˈtʃɪl.i/ = cabai C–H–I–L–L–I It is chilli

Corn /kɔːn/ = jagung C–O–R–N It is corn

Eggplant /ˈeg.plɑːnt/ = terung E–G–G–P–L–A–N–T It is eggplant

Onion /ˈʌn.jən/ = bawang merah O–N–I–O–N It is onion

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Kunci Jawaban A. 1.

B. cabbage

2.

A. cucumber

3.

B. tomato

4.

C. carrot

5.

C. chilli

1.

/kɔn/

2.

/tʃɪl.i/

3.

/təmɑ.təʊ/

4.

/ʌn.jən/

5.

/bin/

1.

eggplant

2.

cabbage

3.

onion

4.

celery

5.

cucumber

1.

That is a tomato

2.

This is a cabbage

3.

That is an onion

4.

This is an eggplant

5.

That is a corn

B.

C.

D.

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Rubrik Penilaian A. Cyrcle the correct answer There are five items, if all answers are correct, the score is 100 The score of correct item is 20. While the score of incorrectitem is 0 B. Scorring rubric of Pronounciation The teacher scores the students based on the criterion below: No 1. 2. 3. 4.


4x5 = 20x5 = 100 C. Arrange the jumbled letters! 5 x 20 = 100 D. Arrange these words into a good sentence! 5 x 20 = 100 Sistem penilaian setiap indikator No 1 2 3 4


Score 100 100 100 100 400

Nilai siswa =

commit to user

score 4 3 2 1





: SD Negeri 1 Sindon : Bahasa Inggris : Vocabulary : Noun (Kata benda) : Things in the Classroom : III/2 (Genap) : 2 x 35 menit :


:


B. Kompetensi Dasar

:


C. Indikator

:

Pada akhir pembelajaran siswa diharapkan dapat: 1. Menyebutkan arti kosa kata tentang benda-benda di dalam kelas 2. Mengucapkan/ melafalkan kosa kata tentang benda-benda di dalam kelas 3. Mengeja kosa kata tentang benda-benda di dalam kelas yang benar 4. Menerapkan kosa kata tentang benda-benda di dalam kelas ke dalam kalimat sederhana


:



:

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F. Prosedur Pembelajaran : 1. Kegiatan pendahuluan a.Guru memberikan salam b. Guru mengabsen kehadiran siswa c.Guru menjelaskan tentang tema dan topik yang akan dibahas d. Guru menjelaskan tujuan pembelajaran e.Guru memberikan pertanyaan berkaitan dengan materi pembelajaran yang akan dibahas

2. Kegiatan Inti a.Guru memperlihatkan kartu flashcards kepada siswa dengan cara menempel kartu pada papan tulis lalu memberikan tanda berupa kotak pada setiap kartu yang ditempatkan secara urut satu persatu b. Siswa diminta menghafal nama gambar sesuai urutan letaknya pada papan tulis secara berkelompok setelah flashcards yang dipajang di papan tulis diambil. Siswa menghafal nama benda-benda di dalam kelas sesuai urutan penempatan flashcards di papan tulis dengan cara menggambar flashcards masing-masing siswa sendiri c.Guru dan siswa mengadakan tanya jawab tentang apa yang telah diperintahkan guru (menghafal nama dan arti gambar sesuai letak di papan tulis) d. Guru memberikan contoh pengucapan nama gambar benda-benda di dalam kelas yang muncul di flashcards e.Siswa diminta mengulang apa yang telah didengar f. Guru membetulkan pengucapan siswa yang masih salah g. Siswa diminta untuk menuliskan nama benda-benda di dalam kelas pada kotak di papan tulis dengan Bahasa Inggris setelah flashcards diambil dari papan tulis h. Guru memberikan contoh penggunaan kata khususnya nama bendabenda di dalam kelas dalam sebuah kalimat sederhana commit to user



i. Guru memberikan lembar kerja untuk mengukur kemampuan siswa dalam menyerap materi yang telah diberikan guru

3. Kegiatan Penutup a. Guru merangkum materi yang telah diajarkan hari ini bersama siswa b.Guru memberi kesempatan pada siswa untuk bertanya apabila masih menemui kesulitan tentang materi yang diajarkan c. Guru memberikan umpan balik positif dan penguatan dalam bentuk lisan, isyarat, maupun hadiah kepada siswa d.Guru memberikan tugas di rumah (PR) e. Guru bersama siswa merefleksi konsep yang telah dipelajari

G. Alat Bantu/Media Belajar/Sumber Belajar: 1.

Media pembelajaran Flashcards, notebook, LCD Proyektor, screen, papan tulis, kapur

2.

Sumber belajar a. Buku teks Active English 3, Ida Kusuma Dewi, Tiga Serangkai b. Cambridge Advanced Learner‟s Dictionary Third Edition (software)

3.

Buku-buku lain yang relevan


: sumatif

2. Teknik


3. Alat penilaian

: terlampir

4. Kunci jawaban

: terlampir

5. Rubrik penilaian

: terlampir


Guru Bahasa Inggris

Nur Hikmah Laila,S.Pd. Sumardi,S.Pd. NIP 19630329 1984051005 commit to user



Lampiran 1 : MATERI AJAR Things in the Classroom

Cupboard /ˈkʌb.əd/ = almari C–U–P–B–O–A–R–D It is a cupboard

Chalk /tʃɔːk/ = kapur C–H–A–L–K It is a chalk

Clock /klɒk/ = jam dinding C–L–O–C–K It is a clock

Broom /bruːm/ = sapu B–R–O–O–M It is a broom

Blackboard /ˈblæk.bɔːd/ = papan tulis B–L–A–C–K–B–O–A–R–D It is a blackboard

Eraser /ɪˈreɪ.zə r / = penghapus E–R–A–S–E–R It is an eraser

Table /ˈteɪ.bl ̩/ = meja T–A–B–L–E It is a table

Duster /ˈdʌs.tə r / = kemoceng D–U–S–T–E–R It is a duater

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Chair /tʃeə r / = kursi C–H–A–I–R It is a chair

Map /mæp/ = peta M–A–P It is a map



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Kunci Jawaban A. 1. Papan tulis 2. nalmari 3. meja 4. kursi 5. jam dinding B. 1. /klɒk/ 2. /ˈteɪ.bl ̩/ 3. /ˈdʌs.tə r / 4. /mæp/ 5. /bruːm/ C. 1. map 2. eraser 3. chalk 4. duster 5. broom D. 1. A : What is this? B : This is a chalk 2. A : What is this? B : This is a table 3. A : What is this? B : This is a duster 4. A : What is this? B : This is a map 5. A : What is this? B : This is a broom

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Rubrik Penilaian A. Cyrcle the correct answer There are five items, if all answers are correct, the score is 100 The score of correct item is 20. While the score of incorrectitem is 0 B. Scorring rubric of Pronounciation The teacher scores the students based on the criterion below: No 1. 2. 3. 4.


4x5 = 20x5 = 100 C. Arrange the jumbled letters! 5 x 20 = 100 D. Arrange these words into a good sentence! 5 x 20 = 100 Sistem penilaian setiap indikator No 1 2 3 4


Score 100 100 100 100 400

Nilai siswa =

commit to user

score 4 3 2 1





: SD Negeri 1 Sindon : Bahasa Inggris : Vocabulary : Noun (Kata benda) : Clothes : III/2 (Genap) : 2 x 35 menit :


:


B. Kompetensi Dasar

:


C. Indikator

:

Pada akhir pembelajaran siswa diharapkan dapat: 1. Menyebutkan arti kosa kata tentang pakaian 2. Mengucapkan/ melafalkan kosa kata tentang pakaian 3. Mengeja kosa kata tentang pakaian yang benar 4. Menerapkan kosa kata tentang pakaian ke dalam kalimat sederhana


:



:

commit to user



F. Prosedur Pembelajaran : 1. Kegiatan pendahuluan a.


b.


c.


d.


e.


2. Kegiatan Inti a.


b.

Siswa diminta menghafal nama gambar sesuai urutan letaknya pada papan tulis secara berkelompok setelah flashcards yang dipajang di papan tulis diambil. Siswa menghafal nama pakaian sesuai urutan penempatan flashcards di papan tulis dengan cara menggambar flashcard sendiri-sendiri

c.


d.

Guru memberikan contoh pengucapan nama gambar pakaian yang muncul di flashcards

e.


f.


g.

Siswa diminta untuk menuliskan nama pakaian pada kotak di papan tulis dengan Bahasa Inggris setelah flashcards diambil dari papan tulis

h.

Guru memberikan contoh penggunaan kata khususnya nama pakaian dalam sebuah kalimat sederhana

i.






b.


c.


d.


e.




b.




: sumatif

2. Teknik


3. Alat penilaian

: terlampir

4. Kunci jawaban

: terlampir

5. Rubrik penilaian

: terlampir


Guru Bahasa Inggris





Lampiran 1 : MATERI AJAR Clothes

Shirt /ʃɜːt/ = Kemeja S–H–I–R–T It is a shirt

T-shirt /ˈtiː.ʃɜːt/ = kaos T–S–H–I–R–T It is a T-shirt

shorts/ˌʃɔːrt-/= celana pendek S–H–O–R–T–S It is a shorts

Uniform/ˈjuː.nɪ.fɔːm/ = seragam U–N–I–F–O–R–M It is a uniform

Hat /hæt/ = topi H–A–T It is a hat

skirt/skɜːt/ = rok S–K–I–R–T It is a skirt

Trousers /ˈtraʊ.zəz/= celana panjang T–R–O–U–S–E–R–S It is a trousers

gown/gaʊn/ = gaun G–O–W–N It is a gown

shoe/ʃuː/ = sepatu S–H–O–E It is a pair of shoes

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Coat /kəʊt/ = jas C–O–A–T It is a coat



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commit to user



Kunci Jawaban A. 1. kaos 2. celana panjang 3. topi 4. kemeja 5. jas B. 1. /skɜːt/ 2. /ˈjuː.nɪ.fɔːm/ 3. /gaʊn/ 4. /ˌʃɔːrt-/ 5. /hæt/ C. 1.

COAT

2.

UNIFORM

3.

SHOES

4.

SKIRT

5.

GOWN

D. 1. A :What is this? B : This is a shirt 2. A : What is this? B : This is a trousers 3. A : What is this? B : This is a uniform 4. A : What is this? B : This is a skirt 5. A : What is this? B : This is a coat

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Rubrik Penilaian A. Translate There are five items, if all answers are correct, the score is 100 The score of correct item is 20. While the score of incorrectitem is 0 B. Scorring rubric of Pronounciation The teacher scores the students based on the criterion below: No 1. 2. 3. 4.


score 4 3 2 1

4x5 = 20x5 = 100 C. Arrange the jumbled letters! 5 x 20 = 100 D. Essay The teacher scores the students based on the criterion below: No 1. 2. 3. 4. 5.




Score 100 100 100 100 400

Nilai siswa =

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score 20 15 10 5 0





: SD Negeri 1 Sindon : Bahasa Inggris : Vocabulary : Noun (Kata benda) : Clothes 2 : III/2 (Genap) : 2 x 35 menit :


:


B. Kompetensi Dasar

:


C. Indikator

:

Pada akhir pembelajaran siswa diharapkan dapat: 1. Menyebutkan arti kosa kata tentang pakaian 2. Mengucapkan/ melafalkan kosa kata tentang pakaian 3. Mengeja kosa kata tentang pakaian yang benar 4. Menerapkan kosa kata tentang pakaian ke dalam kalimat sederhana


:



:

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F. Prosedur Pembelajaran : 1.

Kegiatan pendahuluan a.


b.


c.


d.


e.


2.

Kegiatan Inti a.


b.

Siswa diminta menghafal nama gambar sesuai urutan letaknya pada papan tulis secara berkelompok setelah flashcards yang dipajang di papan tulis diambil. Siswa menghafal nama pakaian sesuai urutan penempatan flashcards di papan tulis dengan cara menggambar flashcards masing-masing sesuai urutan yang diperintahkan

c.


d.

Guru memberikan contoh pengucapan nama gambar pakaian yang muncul di flashcards

e.


f.


g.

Siswa diminta untuk menuliskan nama pakaian pada kotak di papan

tulis dengan Bahasa Inggris setelah flashcards diambil dari

papan tulis h.

Guru memberikan contoh penggunaan kata khususnya nama pakaian dalam sebuah kalimat sederhana commit to user



i.

Guru memberikan lembar kerja untuk mengukur kemampuan siswa dalam menyerap materi yang telah diberikan guru

3.

Kegiatan Penutup a.


b.


c.


d.


e.


G. Alat Bantu/Media Belajar/Sumber Belajar: 1. Media pembelajaran Flashcards, notebook, LCD Proyektor, screen, papan tulis, kapur 2. Sumber belajar a. Buku teks Active English 3, Ida Kusuma Dewi, Tiga Serangkai b. Cambridge Advanced Learner‟s Dictionary Third Edition (software) 3. Buku-buku lain yang relevan


: sumatif

2. Teknik


3. Alat penilaian

: terlampir

4. Kunci jawaban

: terlampir

5. Rubrik penilaian

: terlampir


Guru Bahasa Inggris

Nur Hikmah Laila,S.Pd. Sumardi,S.Pd. NIP 19630329 1984051005 commit to user



Lampiran 1 : MATERI AJAR Clothes

Sock /sɒk/ = Kaos kaki S–O–C–K–S It is a pair of socks

Belt /belt/ = ikat pinggang B–E–L–T It is a belt

Glove /glʌv/ = sarung tangan G–L–O–V–E It is a pair of gloves

Pyjama /pɪˈdʒɑː.mə/ = baju tidur P–Y–J–A–M–A It is a pyjama

Jacket /ˈdʒæk.ɪt/ = jaket J–A–C–K–E–T It is a jacket

Glasses /glɑːses/ = kaca mata G–L–A–S–S–E–S It is a glasses

Tie /taɪ/ = dasi T–I–E It is a tie

Raincoat /ˈreɪŋ.kəʊt/ = jas hujan R–A–I–N–C–O–A–T It is a raincoat

Swimsuit /ˈswɪm.s j uːt/ = baju renang S–W–I–M–S–U–I–T It is a swimsuit

Slipper /ˈslɪp.ə r / = sandal selop S–L–I–P–P–E–R It is a pair of slippers

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commit to user



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Kunci Jawaban A. 1.

jaket

2.

ikat pinggang

3.

kaca mata

4.

sandal selop

5.

baju renang

B. 1. /glʌv/ 2. /glɑses/ 3. /ˈswɪm.s j uːt/ 4. /ˈslɪp.ə r / 5. /sɒk/ C. 1. raincoat 2. gloves 3. socks 4. slippers 5. pyjama D. 1. A :What is this? B : This is a pair of socks 2. A : What is this? B : This is a belt 3. A : What is this? B : This is a raincoat 4. A : What is this? B : This is a glasses 5. A : What is this? B : This is a pyjama

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Rubrik Penilaian A. Translate There are five items, if all answers are correct, the score is 100 The score of correct item is 20. While the score of incorrectitem is 0 B. Scorring rubric of Pronounciation The teacher scores the students based on the criterion below: No 1. 2. 3. 4.


score 4 3 2 1

4 x 5 = 20 x 5 = 100 C. Arrange the jumbled letters! 5 x 20 = 10 D. Essay The teacher scores the students based on the criterion below: No 1. 2. 3. 4. 5.




Score 100 100 100 100 400

Nilai siswa =

commit to user

score 20 15 10 5 0



Appendix 5 Blue Print of Pre-Test

Aspects

Indicators

Pronunciation

- Pronouncing the words related to tame animals - Pronouncing the words related to fruits - Pronouncing the words related to vegetables - Pronouncing the words related to things in the classroom - Pronouncing the words related to clothes - Spelling the words related to tame animals - Spelling the words related to fruits - Spelling the words related to vegetables - Spelling the words related to things in the classroom - Spelling the words related to clothes - Giving the meaning of the words related to tame animals - Giving the meaning of the words related to fruits - Giving the meaning of the words related to vegetables - Giving the meaning of the words related to things in the classroom - Giving the meaning of the words related to clothes based on the picture given - Giving the correct answer based on the question given

Spelling

Meaning

The use of words Total

Test items Total

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A1–2

2

A3–4 A5–6

2 2

A7–8

2

A 9 – 10 B1–2

2 2

B3–4 B5–6 B7–8

2 2 2

B 9 – 10 C1–3

2 3

C4–6

3

C7–9

3

C 10 – 12

3

C 13 – 15

3

D1–5

5

40

40



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commit to user



commit to user



commit to user



Answer Key (Pre-Test) A. Pronounced by the students 1. /kæt/

6. /təmɑ.təʊ/

2. /dɒg/

7. /tʃɔk/

3. /æp.l ̩/

8. /ɪreɪ.zə r /

4. /ɒr.ɪndʒ/

9. /hæt/

5. /kær.ət/

10. /belt/

B. Arranged letter 1.

duck

6. chilli

2.

cow

7. clock

3.

guava

8. table

4.

banana

9. shirt

5.

corn

10. raincoat

C. What picture? 1. C

6. A

11. B

2. A

7. B

12. C

3. B

8. A

13. C

4. C

9. C

14. B

5. B

10. A

15. C

D. Answer these questions! 1. It is a horse 2. It is a watermelon 3. It is a cabbage 4. It is a blackboard 5. It is a gown

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Scorring Rubric of Pre-Test A. Scorring rubric of pronounciation The teacher scores the students based on the criterion below: No Criterion 1. The pronounciation is very clear 2. The pronounciation is clear 3. The pronounciation is unclear 4. The pronounciation is so unclear that you cannot understand most of the message

score 4 3 2 1

B. Arrange the letters 1 x 10 = 10 C. What picture? Match the picture with its name The score of correct item is 1, while the score of incorrect item is 0 Total score is 15 D. Essay The teacher scores the students based on the criterion below: No Criterion 1. The answer is full and correct 2. The answer is not full and a half correct 3. The answer is not full and a little bit correct Scorring for each indicator Aspect Total test items Pronunciation Spelling Meaning The use of words Total Score :

10 10 15 5 50

Maximum score per item 4 1 1 3

B = achievement score N = maximum score

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score 3 2 1

Total score 40 10 15 15 80



Blue Print of Test 1

Aspects

Indicators

Pronunciation

- Pronouncing the words related to tame animals - Pronouncing the words related to fruits - Pronouncing the words related to vegetables - Spelling the words related to tame animals - Spelling the words related to fruits - Spelling the words related to vegetables - Giving the meaning of the words related to tame animals - Giving the meaning of the words related to fruits - Giving the meaning of the words related to vegetables - Giving the correct answer based on the question given

Spelling

Meaning


Test items Total

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A1–3

3

A4–6 A 7 – 10

3 4

B1–3

3

B4–7 B 8 – 10 C1–5

4 3 5

C 6 – 10

5

C 11 – 15

5

D1–5

5

40

40



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commit to user



commit to user



commit to user



Answer Key (Test 1) A. Pronounced by the students 1. /dʌk/

6. /greɪp/

2. /pɪdʒ.ən/

7. /tʃɪl.i/

3. /ræb.ɪt/

8. /kɔn/

4. /æv.ə.kɑ.dəʊ/

9. /ʌn.jən/

5. /mæŋ.gəʊ/

10. /kæb.ɪdʒ/


goat

6. pineapple

2.

rabbit

7. mango

3.

horse

8. bean

4.

avocado

9. eggplant

5.

orange

10. celery

C. What picture? 1. C

6. B

11. C

2. B

7. B

12. A

3. A

8. A

13. A

4. A

9. C

14. B

5. C

10. B

15. C

D. Answer these questions! 1. It is a fish 2. It is a monkey 3. It is a mango 4. It is a apple 5. It is a chilli

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Scorring Rubric of Test 1 A. Scorring rubric of pronounciation The teacher scores the students based on the criterion below: No Criterion 1. The pronounciation is very clear 2. The pronounciation is clear 3. The pronounciation is unclear 4. The pronounciation is so unclear that you cannot understand most of the message

score 4 3 2 1


10 10 15 5 50



commit to user

score 3 2 1

Total score 40 10 15 15 80



Blue Print of Post-Test

Aspects

Indicators

Pronunciation

- Pronouncing the words related to things in the classroom - Pronouncing the words related to clothes - Spelling the words related to things in the classroom - Spelling the words related to clothes - Giving the meaning of the words related to things in the classroom - Giving the meaning of the words related to clothes - Giving the correct answer based on the question given

Spelling

Meaning


Test items Total

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A1–4

4

A 5 – 10 B1–4

6 4

B 5 – 10 C1–5

6 5

C 6 – 15

10

D1–5

5

40

40



commit to user



commit to user



commit to user



commit to user



Answer Key (Post-Test) A. Pronounced by the students 1. /tʃɔk/

6. /ʃu/

2. /ɪreɪ.zə r /

7. /skɜt/

3. /tʃeə r /

8. /taɪ/

4. /mæp/

9. /belt/

5. /ju.nɪ.fɔm/

10. /sɒk/


blakcboard

6. shoes

2.

cupboard

7. T-shirt

3.

table

8. raincoat

4.

clock

9. pyjama

5.

gown

10. jacket

C. What picture?

1. B

6. A

11. B

2. A

7. C

12. C

3. C

8. C

13. A

4. A

9. B

14. C

5. B

10. A

15. B

D. Answer these questions! 1. It is a chalk 2. It is a duster 3. It is a skirt 4. It is a T-shirt 5. It is a swimsuit commit to user



Scorring Rubric of Post-Test A. Scorring rubric of pronounciation The teacher scores the students based on the criterion below: No Criterion 1. The pronounciation is very clear 2. The pronounciation is clear 3. The pronounciation is unclear 4. The pronounciation is so unclear that you cannot understand most of the message

score 4 3 2 1


10 10 15 5 50



commit to user

score 3 2 1

Total score 40 10 15 15 80



Appendix 6 DAFTAR NILAI PRE-TEST BAHASA INGGRIS KELAS III TAHUN PELAJARAN 2013/2014 NAMA SISWA

NO

VOCABULARY MASTERY MEANING

PRONOUNCING

SPELLING

USING

AVERAGE

1

FM

40

15

40

0

23.75

2

JA

50

30

60

6.6

36.65

3

AS

66.6

35

60

73.3

58.72

4

AF

60

37.5

80

66.6

61.02

5

AB

73.3

52.5

60

80

66.45

6

EN

86.6

50

80

73.3

72.47

7

FN

86.6

55

70

73.3

71.22

8

IC

66.6

50

80

73.3

67.47

9

NP

60

30

60

46.6

49.15

10

SA

73.3

50

60

66.6

62.47

11

SE

50

42.5

60

66.6

54.77

12

SB

50

35

60

13.3

39.57

13

TG

60

30

60

40

49.15

RATARATA

63.31

39.42

63.85

52.27

54.83

NILAI TERTINGGI

86.6

55

80

80

72.47

NILAI TERENDAH

40

15

40

0

23.75

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DAFTAR NILAI TEST 1 BAHASA INGGRIS KELAS III TAHUN PELAJARAN 2013/2014

NO

NAMA SISWA


PRONOUNCING

SPELLING

USING

AVERAGE

1

FM

60

32.5

60

50

50.62

2

JA

60

55

50

53.3

54.57

3

AS

66.6

77.5

60

60

66.02

4

AF

73.3

75

90

73.3

77.9

5

AB

73.3

55

60

66.6

63.72

6

EN

100

57.5

70

60

71.87

7

FN

66.6

70

80

66.6

70.8

8

IC

73.3

50

70

60

63.32

9

NP

60

57.5

60

86.6

66.02

10

SA

86.6

60

70

60

69.15

11

SE

60

72.5

80

66.6

69.77

12

SB

60

65

60

53.3

59.57

13

TG

60

35

70

60

56.25

RATARATA

69.21

58.65

67.69

62.79

64.58

NILAI TERTINGGI

100

77.5

90

86.6

77.9

NILAI TERENDAH

60

32.5

50

50

50.62

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DAFTAR NILAI POST-TEST BAHASA INGGRIS KELAS III TAHUN PELAJARAN 2013/2014

NO

NAMA SISWA


PRONOUNCING

SPELLING

USING

AVERAGE

1

FM

86.6

45

70

66.6

67.05

2

JA

80

57.5

70

66.6

68.52

3

AS

86.6

77.5

70

73.3

76.85

4

AF

100

80

70

73.3

80.82

5

AB

80

85

80

86.6

82.9

6

EN

100

80

100

73.3

88.32

7

FN

73.3

70

100

80

80.82

8

IC

100

80

90

73.3

85.82

9

NP

66.6

57.5

70

73.3

66.85

10

SA

73.3

85

80

100

84.57

11

SE

66.6

70

90

80

76.65

12

SB

86.6

50

80

86.6

75.8

13

TG

93.3

55

80

73.3

75.4

RATARATA

84.07

68.65

80.76

77.4

77.72

NILAI TERTINGGI

100

85

100

100

88.32

NILAI TERENDAH

66.6

45

70

66.6

66.85

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Appendix 7 FIELD NOTES 1) First Meeting The first meeting was conducted on Wednesday May, 14th Opening 2014. The very first thing done by the teacher was greeting the students, checking the students‟ attendance, stating the topic, explaining the purpose of the teaching. The class was noisy. The teacher tried to create a good situation by telling the students that the day‟s activities would be learning about tame animals. The teacher also introduced flashcards to the students. “Students, have you ever heard about flashcards?” the teacher asked. Some students answered, “No.” and some others just kept silent. Then the teacher explained flashcards to the students. The first topic was tame animal. The teacher chose some Main Activities tame animals which were familiar to the students. They were ten tame animals, namely: cat, dog, cow, goat, fish, duck, rabbit, pigeon, horse, and monkey. The teacher used colourful picture to attract students interest. Firstly, the teacher asked the students to mention some tame animals “Coba sebutkan nama-nama binatang jinak!” Then some students said “Sapi . . . kambing . . . kucing . . . .” “Kalau namanya dalam Bahasa Inggris tau gak?” The teacher asked again. “Sapi . . . cow, kambing . . . apa ya Miss . . . go . . apa ya . . . ?” Then the teacher sticked the flashcards on the blackboard one by one. After that the teacher made a border on each picture and numbered the picture on the blackboard to make a marker. For example the picture on the box number one was a cat, etc. Then the teacher asked the students to memorize the picture with its number on the box. This activity was dealing with the aspect of meaning in vocabulary mastery. After a while, the teacher put the picture on the blackboard, so that the students could memorize what picture there were on the box number one, two, three, etc. After the students memorized the picture, the teacher asked them to mention what picture was on the box number one, two, three, etc. At first, the students were not confident to mention the name of the picture in English, they tried to read the English word by opening their dictionary. However this made their pronunciation incorrect, because the written form was commit to user different from its pronunciation.



Closing

After mentioning the picture on the blackboard, the teacher explained about the correct pronunciation of the words on the flashcards. The teacher asked the students one by one to imitate her to pronounce the words correctly. The teacher corrected the pronunciation by using Cambridge Advanced Learner‟s Dictionary Third Edition (software). Some of the students said that it was difficult to pronounce the words as given by the teacher, they said that English was difficult, because they are not Englishmen. But the teacher encouraged them to imitate in order to make correct pronunciation. After pronouncing the words, the teacher asked the students to write the name of the picture on the blackboard suitable with the box‟s number. For example the box number one was cat, number two was dog, etc. At first, the students were reluctant to come to the front of the class, so that the teacher needed to point them one by one to ask them to go to the front of the class. A lot of them made an incorrect spelling in writing the name of tame animal on the blackboard so the teacher needed to correct them. After writing the name of the picture, the teacher asked the students to make simple sentence based on the question given. The teacher asked a question “What is it?” then the students answered “Cat” then the teacher asked them to answer in simple sentence. The teacher gave an example of the correct pattern of the answer. “It is a cat” etc. Some of the students could answer the question correctly, but, some of them were still incorrect. So the teacher helped them to answer correctly. After explaining the materials in all aspects of vocabulary mastery, the teacher gave the assessment to measure the students‟ achievement in grasping the materials given today. In closing, the teacher reviewed the lesson by summarizing the topic of today, giving chance to the students to ask some questions if they were still confused about the topic. She praised the students and motivated them to learn better for the next meeting. The teacher asked the students whether they were happy or not to learn using flashcards. The students said “Yes.” The teacher did not give homework to the students. She told the students about the topic to be learnt for the next meeting. Then, she closed the lesson. commit to user



2) Second Meeting Opening

Main Activities

The second meeting was conducted on Saturday of May, 17th 2014. The teacher started the lesson by greeting the students and checking students‟ attendance. She reviewed the lesson of the last meeting. Some of the students answered her question, but some of them just kept silent or chatting with their friends. The teacher explained that in this meeting, they would learn about fruits. The teacher chose some fruits which were familiar to the students. They were ten fruits, namely: banana, orange, apple, grape, mango, guava, watermelon, pineapple, avocado, and starfruit. Firstly, the teacher asked the students to mention their favourite fruits. Some of the students answered in Bahasa Indonesia, some of them answered in English. “Coba, sebutkan buah kesukaan kalian!” The students said “Jeruk . . . anggur . . . .” some of them said “Orange . . . strawberry . . . .” but their pronunciation was almost still incorrect. Then the teacher sticked the flashcards on the blackboard one by one. Then the teacher made a border on each picture and numbered the picture on the blackboard to make a marker. For example the picture on the box number one was a banana, etc. Then the teacher asked the students to memorize the picture with its number on the box. After a while, the teacher put the picture on the blackboard, so that the students could memorize what picture there were on the box number one, two, three, etc. After the students memorized the picture, the teacher asked them to mention what picture was on the box number one, two, three, etc. At the second meeting, some of the student eagerly mentioned the name of fruit, but some of them just kept silent, or did not pay attention to the activity. After mentioning the picture on the blackboard, the teacher explained about the correct pronunciation of the words on the flashcards. The teacher asked the students one by one to imitate her to pronounce the words correctly. The teacher corrected the pronunciation by using Cambridge Advanced Learner‟s Dictionary Third Edition (software). At the second meeting, there were still some students who said that they found it was difficult to imitate the teacher in pronouncing words, but they did not say that they are not Englishmen. They just tried to imitate as their teacher asked. After pronouncing the words, the teacher asked the students to write the name of the picture on the blackboard suitable with the commit to user box‟s number. For example the box number one is banana, number


Closing


two is orange, etc. At the second meeting, the students eagerly came to the front of the class voluntarily. The teacher did not need to point them one by one. However, the teacher still helped to write down the difficult word. After writing the name of the picture, the teacher asked the students to make simple sentence based on the question given. The teacher asked a question “What is this?” “What is that?” then the students answered “This is a banana”, “That is a apple,” etc. Since the name of fruits contained an article, the teacher explained about the use of “a” in consonant and “an” in vocal preceding letter. At the first time, the students were still confused about the use of “a” and “an” but the teacher asked the students to practice to use them so that the students could easily differentiate and used them in simple sentence. After the students had been given the explanation about the use of “a” and “an”, almost of them could answer the questions‟ correctly in the rigth form such as “This is a banana”, “That is an apple,” but the others were still helped by the teacher. After explaining the materials in all aspects of vocabulary mastery, the teacher gave the assessment to measure the students‟ achievement in grasping the materials given today. In closing, the teacher reviewed the lesson by summarizing the topic of today, giving chance to the students to ask some questions if they were still confused about the topic. She praised the students and motivated them to learn better for the next meeting. The teacher asked the students whether they were happy or not to learn using flashcards. The students said “Yes.” The teacher did not give homework to the students. She told the students about the topic to be learnt for the next meeting. Then, she closed the lesson.

3) Third Meeting Opening

Main Activities

The third meeting was conducted on Wednesday of May, 21st 2014. The teacher started the lesson by greeting the students and checking students‟ attendance. She reviewed the lesson of the last meeting. All of the students answered her question. The researcher explained that in this meeting, they would learn about vegetable. The teacher chose some vegetables which were familiar to the students. They were ten vegetables, namely: cabbage, carrot, chilli, cucumber, corn, bean, tomato, eggplant, celery, and onion. Firstly, the teacher asked the students whether they were liked commit to user



vegetable or not, if they liked, what vegetable it was. Then the students answered in Bahasa Indonesia. “Siapa yang suka sayuran?” some of the students answered “Saya suka Miss.” “Sayur apa yang kalian suka?” “Wortel . . . jagung . . . sayuran bukan Bu?” “Ya, jagung juga termasuk sayuran.” After that, the researcher sticked the flashcards on the blackboard one by one. Then the teacher made a border on each picture and numbered the picture on the blackboard to make a marker. For example the picture on the box number one is a cabbage, etc. Then the teacher asked the students to memorize the picture with its number on the box. After a while, the teacher put the picture on the blackboard, so that the students could memorize what picture there were on the box number one, two, three, etc. After the students memorized the picture, the teacher asked them to mention what picture was on the box number one, two, three, etc. Almost all of the students enthusiastic answering the teachers‟ question, although they were still made mistakes in pronouncing the name of vegetable. After mentioning the picture on the blackboard, the teacher explained about the correct pronunciation of the words on the flashcards. The teacher asked the students one by one to imitate her to pronounce the words correctly. The teacher corrected the pronunciation by using Cambridge Advanced Learner‟s Dictionary Third Edition (software). Although there were some difficult word to be pronounced, the students eagerly pronounced them again and again so that their pronunciation were correct. After pronouncing the words, the teacher asked the students to write the name of the picture on the blackboard suitable with the box‟s number. For example the box number one was cabbage, number two was carrot, etc. The students eagerly came forward and also write down the name on the blackboard. If they could not write down the name, they discuss it with their friend. After writing the name of the picture, the teacher asked the students to make simple sentence based on the question given. The teacher asked a question “What is this?” “What is that?” then the students answered “This is a cabbage”, “That is an eggplant,” etc. Because the students had been given the explanation about the use of “a” in consonant, and “an” in vocal preceding word, the students only reviewed by asking the question such as “Miss, kemarin itu yang vocal pakai „a‟ atau „an‟ ya?”, then the teacher answered commit user “Untuk vocal pakai „an‟ dantokonsonan pakai „a‟.” There were some



Closing

students still confused about vocal and consonant, so that the teacher explained again to them which were vocal letter consist of „a, i , u , e, o.‟ Meanwhile consonant were the other of „a, i , u , e, o‟ letter from alphabet. After the students had been given the explanation about the use of “a” and “an”, they could correctly answered the question in the rigth form such as “This is a cabbage”, “That is an onion.” After explaining the materials in all aspects of vocabulary mastery, the teacher gave the assessment to measure the students‟ achievement in grasping the materials given today. In closing, the teacher reviewed the lesson by summarizing the topic of today, giving chance to the students to ask some questions if they were still confused about the topic. She praised the students and motivated them to learn better for the next meeting. The teacher asked the students whether they were happy or not to learn using flashcards. The students said “Yes.” The teacher did not give homework to the students. She told the students that the next meeting, they would have a test. Then, she closed the lesson.

4) Fourth Meeting Opening

Main Activities

Closing

It was the last meeting of cycle 1. The last meeting was conducted on Saturday of May, 21st 2014. The teacher came to the class and started the class by greeting and asking the students‟ condition. The teacher explained about the day‟s program that she would have test like that she had announce before. In the fourth meeting, post-test 1 was conducted to know the students‟ learning achievement after the treatment. In this activity, the students did the test on the worksheet that had been given by the teacher. The students did post-test in cycle 1 which consist of 40 item include the aspect of meaning, pronunciation, spelling, and using of words. The teacher asked the students to do the test individually. Having finished the test, the teacher closed the class. The students could do the test well. Before ending the class, the teacher gave general review about the whole activities that she had done during the research. The aim in conducting the test was to measure the students‟ achievement in vocabulary mastery after implementing the treatment in in cycle 1.

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Appendix 8 Researchers’ Diary Cycle 1 Meeting 1 Tanggal : 14 Mei 2014 Kelas

: III

Waktu : 09.30 – 10.40

Bel telah berbunyi dan pelajaran segera dimulai. Para siswa telah memasuki kelas masing-masing tak terkecuali siswa kelas III. Saya bersama Bu Dena memasuki ruang kelas III dengan membawa materi dan media ajar. Suasana kelas pada saat itu cukup ramai namun setelah menyadari kedatangan saya dan Bu Dena, suasaba kelas berubah cukup tenang. Kemudian saya menyapa mereka dan mempimpin doa. Setelah selesai berdoa, para siswa menyapa kami. Saya memeriksa daftar kehadiran siswa. Hari ini tidak ada siswa yang absen.

Kemudian saya

menjelaskan kepada para siswa bahwa hari ini saya akan memulai kegiatan penelitian di kelas ini dengan menggunakan flashcards sebagai media pembelajaran di kelas ini. Saya memperkanalkan flashcards sebagai media dalam pembelajaran Bahasa Inggris khususnya dalam penguasaan kosa kata. Saya menjelaskan tahaptahapdalam proses belajar menggunakan flashcards. Materi yang saya jelaskan dalam pertemuan ini adalah tentag hewan jinak. Saya meminta para siswa menyebutkan beberapa jenis binatang jinak. Dengan antusias mereka menjawab pertanyaan saya. Namun, masih ada beberapa siswa yang tidak menjawab bahkan cenderung tidak peduli dengan pelajaran yang saya adakan. Atau ada juga yang masih ramai mengganggu temannya, meskipun teman itu sedang mengikuti pelajaran. Selanjutnya saya menempelkan flashcards pada satu papan per satu. Setelah itu saya membuat kotak pada setiap gambar pada papan tulis dan memberi nomor pada setiap gambar itu sebagai penanda. Misalnya gambar di kotak nomor commit to user



satu adalah kucing, dll Kemudian saya meminta siswa untuk menghafal gambar dengan nomor pada kotak. Kegiatan ini berurusan dengan aspek makna dalam penguasaankosakata. Setelah beberapa saat, saya mengambil gambar yang ada di papan tulis, sehingga siswa bisa mengingat apa gambar ada pada kotak nomor satu, dua, tiga, dll Setelah siswa hafal gambar, guru meminta mereka untuk menyebutkan apa gambar berada di kotak nomor satu, dua, tiga, dll pada awalnya, para siswa tidak percaya diri untuk menyebutkan nama gambar dalam bahasa Inggris, mereka mencoba untuk membaca kata bahasa Inggris dengan membuka kamus mereka. Namun ini membuat ucapan mereka kurang tepat , karena bentuk tertulis berbeda denganpengucapannya. Setelah menyebutkan gambar di papan tulis, saya menjelaskan tentang pengucapan yang benar dari kata-kata di flashcards. saya meminta siswa satu per satu untuk menirukan pengucapan saya. Saya mengoreksi pengucapan dengan menggunakan Cambridge Advanced Learners Third Edition (software). Beberapa siswa mengatakan bahwa sangat sulit untuk mengucapkan kata-kata seperti yang diberikan oleh guru, mereka mengatakan bahwa bahasa Inggris sulit, karena merekabukanlah orang Inggris. Tapi guru mendorong mereka untuk menirukan pengucapan yang benar baik dari guru maupun sesuai kamus seoperti yang telah diajarkan. Setelah mengucapkan kata-kata, guru meminta siswa untuk menulis nama gambar di papan tulis sesuai dengan nomor kotak itu. Misalnya kotak nomor satu kucing, nomor dua adalah anjing, dll Pada awalnya, para siswa enggan untuk maju ke depan kelas, sehingga guru perlu mengarahkan mereka satu per satu untuk meminta mereka untuk maju ke depan kelas. Banyak dari mereka membuat ejaan yang salah dalam penulisan nama hewan jinak di papan tulis sehingga guru harus memperbaikinya. Setelah menulis nama gambar, sayapun meminta mereka untuk membuat kalimat sederhana berdasarkan pertanyaan yang diberikan. Saya mengajukan pertanyaan "Apa itu?" Maka siswa menjawab "Cat" lalu saya meminta mereka commit to user untuk menjawab dalam kalimat sederhana. Saya mencontohkan pola yang benar



jawabannya. "Ini adalah kucing" “ This is cat.” dll Beberapa siswa bisa menjawab pertanyaan dengan benar, tapi, beberapa dari mereka masih salah. Jadi guru membantu

mereka

untuk

menjawab

dengan

benar.

Setelah menjelaskan materi dalam semua aspek penguasaan kosakata, guru memberikan penilaian untuk mengukur prestasi siswa dalam menangkap materi yang diberikan hari ini.

Catatan: Beberapa siswa tampak bersemangat namun beberapa siswa masih tampak masih ramai sendiri dan tidak berminat mengikuti pelajaran Bahasa Inggris. Beberapa siswa tidak berpartisipasi dalam kegiatan belajar dan sibuk dengan urusan mereka sendiri. Beberapa siswa melakukan kegiatan lain yang tidak sesuai dengan pembelajaran.

Cycle 1 Meeting 2 Tanggal : 17 Mei 2014 Kelas : III Waktu : 07.15 – 08.25 Saya memasuki kelas bersama Bu Dena dan memimpin doa. Kemudian saya mengecek daftar hadir siswa. Guru memilih beberapa buah-buahan yang akrab bagi siswa. Mereka adalah sepuluh buah, yaitu: pisang, jeruk, apel, anggur, mangga, jambu biji, semangka,

nanas,

alpukat,

dan

belimbing.

Pertama, saya meminta para siswa untuk menyebutkan buah kesukaan mereka. Beberapa siswa menjawab dalam Bahasa Indonesia, beberapa dari mereka menjawab dalam bahasa Inggris. "Coba, sebutkan buah kesukaan Kalian!" Kata para siswa "Jeruk. . . Anggur. . . . "Beberapa dari mereka mengatakan" Orange. . . strawberry. . . . "Tapi ucapan mereka hampir masih salah. Kemudian saya menempelkan flashcards pada papan tulis satu per satu. Kemudian guru membuat kotak pada setiap gambar dan nomor gambar di papan tulis untuk commit to user



membuat penanda. Misalnya gambar di kotak nomor satu adalah pisang, dll Kemudian guru meminta siswa untuk menghafal gambar dengan nomor pada kotak. Setelah beberapa saat, sya pun mengambil gambar dari papan tulis, sehingga siswa bisa mengingat apa gambar ada pada kotak nomor satu, dua, tiga, dll Setelah siswa hafal gambar, saya meminta mereka untuk menyebutkan apa gambar yang berada di kotak nomor satu, dua, tiga, dll Pada pertemuan kedua, beberapa siswa bersemangat menyebutkan nama buah, tetapi beberapa dari mereka

hanya

diam,

atau

tidak

memperhatikan

aktivitas.

Setelah menyebutkan gambar di papan tulis, saya menjelaskan tentang pengucapan yang benar dari kata-kata di flashcards. Saya meminta siswa satu per satu untuk menirukan pengucapan yang benar. Saya mengoreksi pengucapan mereka dengan menggunakan Cambridge Advance Learners Dictionary Third Edition (software). Pada pertemuan kedua, masih ada beberapa siswa yang mengatakan bahwa mereka menemukan sulit untuk menirukan saya dalam mengucapkan kata-kata Bahasa Inggris, tetapi mereka tidak mengatakan bahwa mereka bukan orang Inggris. Mereka hanya mencoba untuk meniru pengucapan yang

diucapkan

oleh

guru.

Setelah mengucapkan kata-kata, saya meminta siswa untuk menulis nama gambar di papan tulis sesuai dengan nomor kotak itu. Misalnya kotak nomor satu adalah pisang, nomor dua adalah jeruk, dll Pada pertemuan kedua, para siswa bersemangat datang ke depan kelas secara sukarela. Saya tidak perlu menunjuk satu per satu. Namun, saya masih harus membantu untuk menuliskan kata yang sulit. Setelah menulis nama gambar, saya meminta mereka untuk membuat kalimat sederhana berdasarkan pertanyaan yang diberikan. Saya mengajukan pertanyaan "Apa ini?" "Apa itu?" Maka siswa menjawab "Ini adalah pisang", "Itu adalah apel," dll Karena nama buah-buahan mengandung sebuah artikel, guru menjelaskan tentang penggunaan "a" dalam konsonan dan "an" dalam alfabet sebelumnya vokal. Pada pertama kalinya, para siswa masih bingung tentang commit to user penggunaan "a" dan "an" tetapi guru meminta siswa untuk berlatih menggunakan



artikel sehingga siswa dapat dengan mudah membedakan dan menggunakannya dalam kalimat sederhana. Setelah siswa telah diberikan penjelasan tentang penggunaan "a" dan "an", hampir dari mereka bisa menjawab pertanyaanpertanyaan dalam bentuk yang benar seperti "Ini adalah pisang", "Itu adalah apel,"

tetapi

yang

lain

masih

perlu

dibantu

oleh

guru.

Setelah menjelaskan materi dalam semua aspek penguasaan kosakata, guru memberikan penilaian untuk mengukur prestasi siswa dalam menangkap materi yang diberikan hari ini Saya melihat jam bahwa pembelajaran akan segera berakhir, lalu saya meminta mereka untuk melanjutkannya di rumah. Saya menutup kelas dengan mengucapkan terima kasih dan sangat senang dengan keaktifan mereka. Lalu saya mengucapkan selamat tinggal dan meninggalkan kelas.

Catatan: Situasi kelas tampak lebih hidup. Para siswa mulai ikut serta dalam pembelajaran. Saya harus lebih aktif dalam mengawasi mereka untuk mencegah kegiatan di luar pembelajaran.

Cycle 1 Meeting 3 Tanggal : 21 Mei 2014 Kelas : III Waktu : 09.30 – 10.40 Hari ini saya masuk kelas didampingi bu Dena selama proses pembelajaran , Bu Dena mengamati cara saya mengajar dibelakang ruang kelas. Saya mengecek daftar hadir siswa. Kemudian saya memulai pelajaran dengan sebelumnya meningatkan materi yang telah dipelajari kemarin. Saya memilih beberapa sayuran yang akrab bagi siswa. Mereka adalah sepuluh sayuran, yaitu: kubis, wortel, cabai, mentimun, jagung, kacang, tomat, terong,

seledri,

dan

bawang.

Pertama, saya meminta siswa apakah mereka menyukai sayur atau tidak, jika commit to user



mereka suka, apa sayuran itu. Kemudian siswa menjawab dalam Bahasa Indonesia. "Siapa yang suka sayuran?" Beberapa siswa menjawab "Saya suka Bu." "Sayur apa yang kalian suka?" "Wortel. . . jagung. . . sayuran bukan Bu? "" Ya, jagung juga termasuk sayuran. "Setelah itu, saya menempelkan flashcards pada papan tulis satu per satu. Kemudian saya membuat kotak pada setiap gambar dan nomor gambar di papan tulis untuk membuat penanda. Misalnya gambar di kotak nomor satu adalah kubis, dll Kemudian saya meminta siswa untuk menghafal

gambar

dengan

nomor

pada

kotak.

Setelah beberapa saat, saya mengambil gambar di papan tulis, sehingga siswa bisa mengingat apa gambar ada pada kotak nomor satu, dua, tiga, dll Setelah siswa hafal gambar, saya meminta mereka untuk menyebutkan apa gambar yang berada di kotak nomor satu, dua, tiga, dll Hampir semua siswa antusias menjawab pertanyaan saya, meskipun mereka masih membuat kesalahan dalam

mengucapkan

nama

sayuran.

Setelah menyebutkan gambar di papan tulis, guru menjelaskan tentang pengucapan yang benar dari kata-kata di flashcards. Guru meminta siswa satu per satu untuk meniru dia untuk mengucapkan kata-kata dengan benar. Guru mengoreksi pengucapan dengan menggunakan Cambridge Lanjutan Learner Kamus Edisi Ketiga (software). Meskipun ada beberapa kata yang sulit untuk diucapkan, para siswa bersemangat diucapkan mereka lagi dan lagi sehingga ucapan

mereka

itu

benar.

Setelah mengucapkan kata-kata, guru meminta siswa untuk menulis nama gambar di papan tulis sesuai dengan nomor kotak itu. Misalnya nomor satu kotak adalah kubis, nomor dua adalah wortel, dll siswa bersemangat maju dan juga menuliskan nama di papan tulis. Jika mereka tidak bisa menuliskan nama, mereka mendiskusikannya

dengan

teman

mereka.

Setelah menulis nama gambar, saya meminta siswa untuk membuat kalimat sederhana berdasarkan pertanyaan yang diberikan. Saya mengajukan pertanyaan "Apa ini?" "Apa itu?" Maka siswa menjawab "Ini adalah kubis", "Itu adalah terong," dll Karena siswa telah diberikan penjelasan tentang penggunaan "a commit to user "dalam konsonan, dan" sebuah "dalam kata sebelumnya, para siswa hanya terakhir



dengan mengajukan pertanyaan seperti" Miss, kemarin itu yang pakai vokal 'a' atau 'an' ya? ", maka guru menjawab" Untuk vokal pakai 'an' dan konsonan pakai 'a'. "Ada beberapa siswa masih bingung tentang vokal dan konsonan, sehingga guru menjelaskan lagi kepada mereka yang surat vokal terdiri dari 'a, i, u, e, o.' Sementara konsonan yang lain dari 'a, i, u, e, o' huruf dari alfabet. Setelah siswa diberikan penjelasan tentang penggunaan "a" dan "an", mereka benar bisa menjawab pertanyaan dalam bentuk yang benar seperti "Ini adalah kubis", "Itu adalah

bawang." Setelah menjelaskan materi dalam semua aspek penguasaan kosakata, guru

memberikan penilaian untuk mengukur prestasi siswa dalam menangkap materi yang diberikan hari ini Tanpa kami sadari bel berbunyi, saya menutup pelajaran dengan meminta mereka untuk melanjutkan pekerjaan mereka di rumah. Lalu saya meninggalkan kelas.

Catatan: Kegiatan di luar pembelajaran berkurang karena saya mulai aktif memeriksa kegiatan mereka. Kegiatan belajar sangat aktif dan menyenangkan.

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Appendix 9 Result of Questionnaire after the Implementation of the Research Silang jawaban yang menurut kamu benar! No 1 2

3 4 5 6

7

8

Statement Belajar Bahasa Inggris dengan media flashcards itu menyenangkan Belajar Bahasa Inggris menggunakan flashcards membuat kamu tidak bosan ikut pelajaran Bahasa Inggris Belajar Bahasa Inggris menggunakan flashcards membantu kamu mengingat arti kata dalam Bahasa Inggris Belajar Bahasa Inggris menggunakan flashcards membantu kamu dalam pengucapan kata Bahasa Inggris Belajar Bahasa Inggris menggunakan flashcards membantu kamu mengeja kata dalam Bahasa Inggris Belajar Bahasa Inggris menggunakan flashcards membantu kamu membuat kalimat dalam Bahasa Inggris Belajar Bahasa Inggris menggunakan flashcards membuat kamu bersemangat mengikuti pelajaran Bahasa Inggris Belajar Bahasa Inggris menggunakan flashcards membuat nilai pelajaran Bahasa Inggris kamu naik/memuaskan

Ya 13

Tidak 0

11

2

12

1

11

2

13

0

13

0

12

1

12

1

From the above analysis, it can be concluded that use of flashcards could be an effective media to teach English. The students could improve their vocabulary mastery in all aspects, namely: in grasping the meaning, pronouncing the words, spelling them, and use them in sentences. They were satisfied with their achievement. They also motivated to learn English.

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Appendix 10 Transcripts of the Students’ Post-research Interview Teacher (T) – Student 1 (S1) T : “Selamat pagi Adit, gimana kabarnya?” S1 : “Pagi, Miss. Saya baik, Miss” T : “Oke Adit, Miss mau nanya boleh gag?” S1 : “Boleh Miss, nanya apa?” T : “Kamu suka gag, belajar Bahasa Inggris pake flashcards?” S1 : “Suka Miss.” T : “Apa yang bikin kamu senang belajar bahasa Inggris pake flashcards?” S1 : “Ya karena pake gambar warna warni, jadi lebih menyenangkan Miss.” T : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards mempermudah kamu saat harus mengingat arti kata Bahasa Inggris?” S1 : “Ya iya dong Miss, khan jadi bisa bayangin saat ditanya apa gitu bayangin gambarnya yang pas dipasang di papan tulis” T : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards mempermudah kamu dalam pengucapan kata Bahasa Inggris?” S1 : “Lumayan Miss, khan ada contoh pengucapan yang ditulis di bawah gambar trus juga dikasih contoh sama Miss.” T : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards mempermudah kamu dalam mengeja kata Bahasa Inggris?” S1 : “Membantu Miss, khan ada tulisannya yang gedhe-gedhe di kartunya, jadi tinggal inget-inget aja.” T : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards mempermudah kamu dalam membuat kalimat dalam Bahasa Inggris?” S1 : “Hmm . . . lumayan sich Miss, tiap hari diajarin, trus dipraktekkin jadi lumayan bisa Miss.” T : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards membuat suasana kelas aktif saat pembelajaran?” S1 : “Ya lumayan sich Miss, anak-anak jadi pada konsen liat gambar trus kalau ditanya juga pada mudheng, heheheh.” T : “Apakah menurut kamu pembelajaran Bahasa Inggris dengan flashcards membuat nilai pelajaran kamu naik?” S1 : “Iya dong Miss, nich buktinya, nilai saya jadi lebih bagus sekarang.” T : “Oke Adit. Terima kasih.” S1 : “Sama-sama, Miss.” commit to user



Teacher (T) – Student 2 (S2) T : “Selamat pagi Selfi, Apa kabar?” S2 : “Pagi, Miss. Saya baik, Miss” T : “Oke Selfi, Miss mau nanya boleh gag?” S2 : “Boleh Miss, mau tanya apa?” T : “Kamu suka gag, belajar Bahasa Inggris pake flashcards?” S2 : “Suka banget Miss.” T : “Apa yang bikin kamu senang belajar bahasa Inggris pake flashcards?” S2 : “Ya karena pake gambar warna warni, ada tulisannya juga, jadi lebih menyenangkan Miss.” T : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards mempermudah kamu saat harus mengingat arti kata Bahasa Inggris?” S2 : “Iya dong Miss, khan jadi bisa nginget-inget saat ditanya apa gitu bayangin gambarnya yang pas ditempel di papan tulis” T : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards mempermudah kamu dalam pengucapan kata Bahasa Inggris?” S2 : “Hmm . . . lumayan Miss.” T : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards mempermudah kamu dalam mengeja kata Bahasa Inggris?” S2 : “Membantu Miss, khan ada tulisannya yang gedhe-gedhe di kartunya, jadi tinggal diinget-inget aja.” T : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards mempermudah kamu dalam membuat kalimat dalam Bahasa Inggris?” S2 : “E . . . sedikit lebih bisa Miss, tiap hari diajarin, trus dipraktekkin jadi lumayan Miss.” T : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards membuat suasana kelas aktif saat pembelajaran?” S2 : “Lumayan Miss, buktinya pas pelajaran dikelas kalau ditanya pada mau jawab.” T : “Apakah menurut kamu pembelajaran Bahasa Inggris dengan flashcards membuat nilai pelajaran kamu naik?” S2 : “Iya Miss, nilai saya jadi lebih bagus sekarang.” T : “Oke Selfi. Terima kasih.” S2 : “Sama-sama, Miss.” Teacher (T) – Student 3 (S3) T : “Selamat pagi Ferdy, bagaimana kabarnya?” S3 : “Selamat Pagi, Miss. Saya baik.” T : “Oke Ferdy, Miss mau nanya boleh gag?.” S3 : “Boleh Miss, mau nanya commit apa ya?”to user



T S3 T S3 T S3 T S3

T S3 T S3 T S3 T S3 T S3

: “Kamu suka gag, belajar Bahasa Inggris pake flashcards?” : “Suka banget dong Miss.” : “Apa yang bikin kamu senang belajar bahasa Inggris pake flashcards?” : “Ya karena ada gambar warna warni, trus juga ada tulisannya, trus ada hafalan, ada nggambar juga jadi lebih menyenangkan Miss.” : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards mempermudah kamu saat harus mengingat arti kata Bahasa Inggris?” : “Ya iya lah Miss, masa ya iya dong. Hahahaha.” : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards mempermudah kamu dalam pengucapan kata Bahasa Inggris?” : “Lumayan Miss, khan ada contoh pengucapan yang ditulis di bawah gambar trus juga dikasih contoh sama Miss, trus juga pake yang dikomputer itu.” : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards mempermudah kamu dalam mengeja kata Bahasa Inggris?” : “Membantu Miss, khan ada tulisannya yang gedhe-gedhe di kartunya, jadi tinggal inget-inget aja.” : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards mempermudah kamu dalam membuat kalimat dalam Bahasa Inggris?” : “Hmm . . . lumayan sich Miss, tiap hari diajarin, trus dipraktekkin jadi makin bisa deh Miss.” : “Apakah menurut kamu belajar Bahasa Inggris dengan flashcards membuat suasana kelas aktif saat pembelajaran?” : “Iya Miss, khan anak-anak jadi pada liatin gambar trus kalau ditanya juga pada mudheng, soalnya materinya lebih gampang diinget-inget, heheheh.” : “Apakah menurut kamu pembelajaran Bahasa Inggris dengan flashcards membuat nilai pelajaran kamu naik?” : “Ya iya lah Miss, ini nilai saya sekarang jadi lebih bagus.” : “Oke Ferdy. Terima kasih.” : “Sama-sama, Miss.”

From the above interviews, it can be analized that most students were happy beinmg taught by using flashcards. They also became more active in the teaching learning process in the classroom. The interesting media attract students interest and motivation so that they easily grasp the material given, remember it and could do the task well. This situation caused their achievement increased. commit to user



Appendix 11 Transcripts of the collaborators’ Post-research Interview Interviewer (I) – Collaborator (C) I : “Selamat Siang Bu Dena, maaf saya mau ganggu lagi.” C : “Selamat siang Bu, tidak apa-apa, ada yang bisa saya bantu?” I : “Ini Bu, saya ingin bertanya lagi tentang pembelajaran Bahasa Inggris.” C : “Baik Bu, silakan!” I : “Apakah menurut Ibu, penggunaan media flashcards mampu meningkatkan kemampuan Bahasa Inggris khususnya vocabulary pada siswa?” C : “Seperti yang telah kita lihat bersama selama kegiatan pembelajaran di kelas dengan menggunakan media flashcards, bisa say katakan bisa Bu, buktinya nilai mereka bisa naik.” I : “Bagaimana flashcards mampu meningkatkan kemampuan siswa dalam memahami dan mengingat arti kata dalam bahasa Inggris?” C : “Dengan penggunaan flashcards yang ada gambar dan tulisannya, siswa mampu menyerap materi melalui daya ingat mereka dengan cara mengingat melalui membayangkan gambar-gambar yang sudah mereka lihat. Pada dasarnya anak-anak kecil, lebih mudah mengingat bentuk asli atau gambar yang mewakili bentuk asli sesuatu itu.” I : “Bagaimana flashcards mampu meningkatkan kemampuan siswa dalam pengucapan kata dalam bahasa Inggris?” C : “Pada kartu telah dicantumkan cara membaca kata-nya, tapi mungkin siswa belum terlalu paham, akan tetapi dengan melihat cara membaca kata tersebut, setidaknya siswa bisa membayangkan bagaimana cara membaca kata itu, misalnya pada spellingnya ada huruf e, tapi pada pronoun-nya huruf e tersebut tidak dibaca, dan itu tercantum pada cara pembacaan yang tertera di kartu flashcards.” I : “Bagaimana flashcards mampu meningkatkan kemampuan siswa dalam mengeja kata dalam bahasa Inggris?” C : “Dengan melihat spelling yang tertera di kartu flashcardsnya. Selain gambar yang menarik, pada kartu flashcards juga disertai cara membaca kata dan penulisan kata yang benar dalam Bahasa Inggris.” I : “Bagaimana flashcards mampu meningkatkan kemampuan siswa dalam penggunaan kata seperti membuat kalimat dalam bahasa Inggris?” C : “Seperti pada spelling dan pronunciation, untuk penggunaan kata seperti membuat kalimat sederhana juga tercantum di flashcards sehingga commit to user memudahkan siswa untuk membuat kalimat sederhana sesuai contoh.



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Apalagi kalau kita sering mengajak mereka praktek membuat kalimat sederhana, jadinya mereka bisa karena terbiasa, juga melihat contoh yang telah diajarkan.” : “Bagaimana kondisi kelas setelah diajar menggunakan flashcards? Apakah siswa menikmati kegiatan belajar mengajar?” : “Keadaan kelas menjadi lebih kondusif sehingga mendukung siswa untuk lebih mudah memahami materi yang diajarkan. Siswa juga lebih menikmati kegiatan pembelajaran karena mereka belajar dalam situasi yang fun.” : “Sejauh mana flashcards mampu meningkatkan motivasi siswa dalam belajar Bahasa Inggris?” : “Dengan menggunakan media yang menarik seperti flashcards akan meningkatkan rasa ingin tahu siswa sehingga mereka akan lebih termotivasi mengikuti kegiatan pembelajaran karena rasa ingin tahu mereka itu.” : “Apakah kelebihan dan kekurangan penggunaan flashcards dalam pembelajaran Bahasa inggris?” : “Kalau kelebihannya ya bisa jadi media yang menarik siswa, meningkatkan rasa ingin tahu dan motivasi siswa dalam mengikuti pelajaran. Untuk kelemahannya dalam hal situasi kelas yang kadang ramai saat kegiatan yang kadang siswa sampai berebutan mengerjakan tugas dari guru saking tertariknya mereka untuk menunjukkan kemampuan mereka.” : “Oke kalau begitu Bu Dena, terima kasih atas kesediaan Ibu untuk tanya jawab ini.” : “Sama-sama Bu.”

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IMPROVING STUDENTS VOCABULARY MASTERY BY USING FLASHCARDS

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