The use of Flashcards in teaching EFL vocabulary in online learning

Khan, Raja Muhammad Ishtiaq

doi:10.18326/rgt.v15i1.109-125

Cited by 9 publications

(6 citation statements)

References 40 publications

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“…Additional discoveries in this study further demonstrate that the utilization of Flashcard learning media can enhance students' proficiency in spoken English. This finding contradicts previous research (Khan, 2022;Susantini & Kristiantari, 2021;Wen et al, 2020) that asserted the beneficial effects of flashcards on students' vocabulary development in online education. Furthermore, including flashcards in Chinese language instruction is recommended to enhance students' motivation and expedite the learning process.…”

Section: Discussioncontrasting

confidence: 99%

Improving Students' Speaking Skills through Learning Media and the Mastery of Different Discourse Markers

Suryadi,

Muhyidin,

Syafrizal

et al. 2024

IJORER Int. J. Recent Educ. Res.

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Objective: This research aims to ascertain the differences in improving students' English-speaking skills through using learning media and mastering proficiency in discourse markers. Method: This research uses a quantitative approach and experimental design. The design used the non-equivalent 2 x 3 factorial design. The research sample consisted of 1000 Madrasah Aliyah students in Serang Regency. However, in this study, only 10% of the population 100 was sampled using systematic random sampling techniques. The instruments used to collect data include speaking and discourse marker tests. We analyzed the research data using two-way ANOVA statistics with SPSS 26. Results: The results of this research are grouped into four research findings, namely (1) differences in students' speaking abilities between students who were treated using the learning media Scrabble Word and flashcards, (2) differences in students' speaking abilities with high, medium and low mastery of students' discourse markers, (3) an interaction between learning media and high, medium, and low students' mastery of discourse markers on students' speaking abilities, and (4) differences in mastery of discourse markers based on students' gender, from the average of pre-test and post-test. Novelty: This research is intriguing due to variations from prior studies in emphasis, subjects, outcomes, gender disparities in mastery of discourse markers, and incorporation of research variables. Previous studies concentrated solely on utilizing Scrabble words and flashcards to enhance vocabulary and students' reading abilities. Prior research only examined one research variable, specifically scrabble words, flashcards, and discourse markers.

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Section: Discussioncontrasting

confidence: 99%

Improving Students' Speaking Skills through Learning Media and the Mastery of Different Discourse Markers

Suryadi,

Muhyidin,

Syafrizal

et al. 2024

IJORER Int. J. Recent Educ. Res.

View full text Add to dashboard Cite

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“…This is in line with that using flashcards boost students interest because it is equipped with various images and variety of colors (Hamer & Rohimajaya, 2018;Kusumawardhani, 2020;Safitri et al, 2018). Furthermore, the incorporation of flashcard impacted learners' vocabulary learning (Khan, 2022;Li & Tong, 2019;Razaq, 2022). Children are also be more active and did not get bored easily when learning English.…”

Section: Discussionsupporting

confidence: 62%

English Training for PKK Mothers as Strategy to Assist Children Learn English from Young Age

Rohmana

Senjana

2022

IJCSL

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Currently, many children are exposed to English, especially from online media, and are starting to practice it at home. Children, especially toddlers, need assistance at home from their mothers. However, not all parents especially mothers have enough English skills to teach their own children. Therefore, the community service that is carried out for PKK women in Karangploso View is expected to improve English communication by parents at home better. The community service aims to increase the English skill of the member of PKK mothers. The method used in this activity is the Participatory Action Study (PAR). From community service, you are more confident in speaking English with your child at home, you have your own way of communicating in English according to the character of your child, and your child has an increase in his daily vocabulary in English at home. It is implicated that parents especially mothers can teach English at home by themselves and get used children to start using English from a young age.

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“…Vocabulary is a significant factor for effective language learning. Nation (2019, as cited in Khan, 2022) asserted that vocabulary is helpful for the students when reading and understanding a text effectively. Furthermore, vocabulary supports them to express their ideas clearly in both spoken and written communication.…”

Section: Resultsmentioning

confidence: 99%

Learning English through Literary Works

et al. 2022

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Background. The lack of awareness and knowledge possessed by English teachers about the importance of literary works in learning English in elementary schools is a significant factor that makes English learning does not runs optimally. Therefore, this community service program (PKM) needs to be carried out to help students at one of MI (Islamic Elementary School) in Pranti village, Sidoarjo learn English effectively through literary works in the form of fairy tales. Method. The implementation of this program was divided into three stages, namely planning, implementation, and evaluation. At the planning stage, location survey and preliminary observation were conducted to get an overview of the partners. The team also discussed the problems experienced by the school and offered solutions. The implementation stage was carried out by conducting dissemination on learning English through literary works and implementation of English language learning through literary works. This program involved 25 third graders of the MI. Results. The result of the pretest revealed that all of the students (25 students) had unsatisfying scores. After the implementation, the scores increased. All of the students (100%) achieved satisfying scores. The pretest and posttest scores showed a significantly different result as evidenced by the N-Gain score of 0.72 (72.2%). Conclusion. The community service program reveals that literary works in the form of fairy tales involved in classroom English learning through a short movie and flashcards is fairly effective to help the students learn English, especially in mastering the vocabulary. Abstrak: Kurangnya kesadaran dan pengetahuan yang dimiliki oleh guru bahasa Inggris akan pentingnya karya sastra dalam pembelajaran bahasa Inggris di sekolah dasar menjadi faktor signifikan yang menyebabkan pembelajaran bahasa Inggris menjadi kurang maksimal.Oleh karena itu, program pengabdian kepada masyarakat (PKM) ini perlu dilakukan untuk membantu siswa di salah satu MI (Madrasah Ibtidaiyah) di Desa Pranti, Sidoarjo mempelajari bahasa Inggris secara efektif melaui karya sastra yang berbentuk cerita dongeng. Metode. Pelaksanaan program ini dibagi dalam tiga tahapan, yaitu perencanaan, pelaksanaan, dan evaluasi. Pada tahap perencanaan, survei lokasi dan observasi awal dilakukan untuk mendapatkan gambaran dari mitra. Tim ini juga mendiskusikan masalah yang dialami oleh sekolah tersebut serta menawarkan solusinya. Tahap pelaksanaan berisi kegiatan diseminasi tentang pembelajaran bahasa Inggris melalui karya sastra (berupa cerita dongeng), implementasi pembelajaran bahasa Inggris melalui karya sastra, monitoring dan bimbingan tentang penggunaan karya sastra dalam pembelajaran bahasa Inggris. Pada tahap terakhir, evaluasi pelaksanaan program dan keberlanjutan program setelah kegiatan PKM selesai. Program ini melibatkan 25 siswa kelas 3 di MI tersebut Hasil. Hasil pretes mengungkapkan bahwa semua siswa (100%) menghasilkan nilai yang tidak memuaskan. Setelah implementasi, nilai mereka meningkat. Semua siswa memperoleh nilai yang memuaskan. Nilai pretes dan posttes menunjukkan perbedaan signifikan yang dibuktikan dengan nilai N-Gain sebesar 0,72 (72,2%). Kesimpulan. Program PKM ini mengungkapkan bahwa karya sastra dalam bentuk cerita dongeng yang dilibatkan dalam pembelajaran bahasa Inggris di kelas melalui film pendek dan flashcards cukup efektif membantu siswa dalam mempelajari bahasa Inggris, khususnya dalam penguasaan kosakata

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The use of Flashcards in teaching EFL vocabulary in online learning

Cited by 9 publications

References 40 publications

Improving Students' Speaking Skills through Learning Media and the Mastery of Different Discourse Markers

Improving Students' Speaking Skills through Learning Media and the Mastery of Different Discourse Markers

English Training for PKK Mothers as Strategy to Assist Children Learn English from Young Age

Learning English through Literary Works

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