Students' Responses of Joyful Learning Class in Islamic Elementary School: Flashcard Games and Visual Worksheet

Abstract

The four characteristics of young learners, which can be embodied in learning that is active, fun, concrete, and uses sensory experiences, should be considered to optimize vocabulary learning. Therefore, this qualitative research aims to investigate students' responses to the joyful vocabulary class by implementing flashcard games and visual worksheets. The instruments used were a Likert scale questionnaire, interviews, observation, and documentation, with 20 students in the second grade of SD Sunan Ampel Kediri acting as respondents selected using purposive sampling. The results showed positive student responses to the Joyful Vocabulary Learning Class. This approach not only encourages active participation, motivation, and fun in learning vocabulary but also enables students to remember vocabulary easily and understand its meaning due to the combination of concretizing the abstract with the sense of sight by visualizing through pictures of animals and creating an active and fun class in the form of games. In conclusion, the use of flashcard games and visual worksheets to promote a joyful vocabulary class can be used to teach English to young learners.

Development of monopoly learning media based on joyful learning model on natural sciences and social material

“…Research by Ashfaq et al (2017) was implementing the joyful learning model in elementary school students to increase learning motivation. Research by Donasari et al (2023) was using the Likert scale questionnaire method on 20 students showed positive student responses to the joyful learning model. Last, research by Syawaluddin et al (2020) about the development of snakes and ladders game-based media to improve learning outcomes.…”