The purpose to be reached in conducting this study is to share information about the use of flash card as instructional media to enrich the students' vocabulary mastery in learning English. It is true to say that there are lots of instructional media available in such a way that they can be used as the assistance for the teachers to deliver the materials as well as for the students to understand the materials. Accoding to certain research findings done by the students of English department of Sultan Ageng Tirtayasa University, it is recommended that the teachers should apply various media to improve the quality of teaching and learning English in the classroom, such as role play, flash card, and picture series. However, the are many students from elementary school up to university level still get difficulties when they learn English. The students cannot listen carefully and get misunderstanding, they also hesitate to speak English, they do not understand the difficult words when they read English passage, and they cannot write good sentences and/or paragraphs in English as well. From those points above, it is clear that the use of flash card can be expected to be the solution to solve the problems occurred in attempts to increase the vocabulary mastery for the students when learning English. Besides, the use of flash card can also make the vocabulary learning become enjoyable and interesting. Flash card can be an excellent media to be used because there are many students interested in flash card. In flash card they can stimulate their imagination to develop their ideas and they can learn and find new vocabulary.

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This article aims at sharing information on how pictionary game is used to increase the learners’ vacabulary mastery in the process of teaching and learning. It is clear that vocabulary is one of components of English language. When the learners are reading, they need to master vocabulary related to certain topic. Therefore vocabulary is important thing in learning English. However, mastering English vocabularies is not easy. English is foreign language in which learning English is often considered to be difficult to comprehend. This problem can be seen from the unsatisfactory result when learning English. The learning processs commonly used in the classroom just puts the teacher as a center of learning. It means that the teacher always dominates him/herself to teach, not to focus on how the learners learn effectively. This makes the learners passive and less interested in following the course of learning. In fact the learners’ interest is the most important factor in the study. Interest can be developed if the learning process run with fun, vary, and conducive athmosphere. There are many factors that can support the existance of an increase in the study, i.e. teachers, learners, materials, media, methods, and other learning sources. One factor that can help the learners learn vocabulary is the use of pictionary game. In this study, pictionary game is a classic game of drawing and guessing pictures. Pictionary game can also increase the imagination of learners, where learners are asked to draw according to the word given by the teachers. Things that are needed to play pictionary game are a list or card of vocabulary items, whiteboard, calkboard, or smart board and markers. Pictionary game will help learners to get involved in classroom activities. Other advantages of using pictionary game can be concluded that it provides fun language practice in the various language skills.

The aim to be reached in conducting this study is to develop suitable English materials for the students of the Information System Department at Technology and Information Faculty of Mathla’ul Anwar University so that they can study what they need to learn. The development will produce an English textbook (module) that is relevant to the objective of curriculum and the needs of the students. It is expected that lecturers and the students can take advantage of the product of the development. The design of this study is categorized under Research and Development (R&D) with analysis, design, development, implementation and evaluation. From the research that has been done, it can be concluded that the module is developed which is more valid, practical and effective. The analysis of the validity of the module can be seen from the aspect of content and presentation. The future suggestion for other researchers is to develop an English language module specifically for education. Students need a special book that is more relevant to be a reference for using English in the context of teaching. Because English is an international language, English course in the Information System Department is expected to contribute to all aspects of life, especially when the students graduate from university

The aims to be reached in this article are describing the process of using infographic as the media to teach English writing as well as identifying the perceptions of students toward infographics as the media to teach English writing at the eleventh grade of SMAN 3 Rangkasbitung. This research applied a qualitative descriptive method with two objectives of the research such as: 1) to describe the process of using infographic as the media to teach English writing at the eleventh grade of SMAN 3 Rangkasbitung and (2) to identify the perceptions of students on the use of infographics as the media to teach English writing at the eleventh grade of SMAN 3 Rangkasbitung. This research used four techniques to collect the data; observation, questionnaire, interview, and documentation. The implementation of this research involved one English teacher and 36 students of eleventh grade of IPA 1. The first findings revealed that the process of using infographic in teaching and learning writing which consisted of some processes; making lesson plan and infographics, presenting infographics, assigning the students by using infographic worksheets. The second finding, the students expressed positive responses of infographics; infographics were interesting, understandable, easy to use, and could motivate the students in learning writing. it can be concluded that the process of teaching English writing by using infographics run well. Then, on the use of infographic as the media in learning writing, the students have the positive responses to the infographics. The most students consider that infographic can foster their learning in English class. The students feel that the infographic is indeed effective because infographic do not take much time compared to other media like textbook, infographic do not spend much internet quota, and infographic could be used either in online class or offline class.