Using Flash Cards to Improve Students’ Vocabulary

Atmaja, Aisyah Siti Khasanah; Sonia, Gina

doi:10.22460/project.v3i2.p283-289

Cited by 4 publications

(4 citation statements)

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“…The findings also revealed that flash cards were used in teaching English as a Second Language in multilingual classroom. Similar findings were reported by Atmaja and Sonia (2020) in their study titled, "Using Flash Cards to Improve Students' Vocabulary", who used flashcard in teaching vocabulary to improve learners' English vocabulary mastery. The dual found that the teacher prepared the material to support learning and teaching activities such as flashcards and concluded that the use of flash cards could improve learners' vocabulary.…”

Section: What Teaching Materials Are Used With the Strategies In Mult...supporting

confidence: 80%

Strategies of Teaching English as A Second Language in Multilingual Classrooms in Meheba Refugee Settlement in Kalumbila District of Zambia

Graham,

Clare

2024

BJMAS

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This study investigated the strategies of teaching English as a Second Language in multilingual classrooms at Lower Grades in primary schools in Meheba Refugee Settlement in Kalumbila District of Zambia. The objectives were to establish the strategies employed in teaching of English as a second language in multilingual classrooms; analyze how the strategies are used and investigate materials used with the strategies. To address these objectives, a phenomenological qualitative descriptive design was employed. The study was guided by Vygotsky’s Social Learning Theory. Data were collected through interview guide and lesson observation protocol; on a sample of 18 teachers drawn from five selected primary schools. Narrative analysis was employed. The findings indicated that translation, code switching, look and say, group work, class discussions, question and answer, body language and phonemic awareness were the strategies teachers employed in the teaching of English as a Second Language in multilingual classrooms. The study further found that the strategies were used in the teaching of different components of English Language such as vocabulary, prepositions, dialogue and comprehension in the multilingual classrooms. The data also revealed that Chalkboard, English Readers (Textbooks) and Flash cards were the most commonly used teaching and learning materials in the multilingual classrooms that were studied. The findings revealed there was over reliance on the use of chalkboard and question and answer in the lessons. The study concludes that variety of strategies and teaching and learning materials are employed in teaching English as a Second Language in multilingual classrooms. The study recommends that teaching English as a Second Language in multilingual classrooms should involve the use of different strategies that enhance learning among learners. Teachers should think out of the box when deciding on what teaching and learning materials to use besides depending on the usual common chalkboard, textbooks and flash cards.

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Section: What Teaching Materials Are Used With the Strategies In Mult...supporting

confidence: 80%

Strategies of Teaching English as A Second Language in Multilingual Classrooms in Meheba Refugee Settlement in Kalumbila District of Zambia

Graham,

Clare

2024

BJMAS

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“…Media pembelajaran menarik merupakan hal terpenting dalam pelaksanaan pembelajaran pada siswa. Ketika siswa sudah tertarik pada media yang digunakan dalam proses pembelajaran maka kemampuan anak akan berkembang secara optimal (Atmaja & Sonia, 2020). Dalam penelitiannya Mashburn et.…”

Section: Pembahasanunclassified

Bermain Kartu Flash Dan Kemampuan Kognitif Anak Usia 4-6 Tahun Di Wilayah Manukan Loka Tandes Surabaya

Rukmini¹

2021

AHNJ

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Cognitive abilities of children aged 4-6 years are still at the remembering optimization stage, but it is still found that these abilities are not well developed. The potential of children aged 4-6 years is still in the golden age, which is suitable for maximizing stimulation, one of which is the ability to remember through various media, including flash cards. The purpose of this study was to analyze the corelation of the playing flash cards and cognitive skills at children aged 4-6 years old in the Manukan Loka Tandes Surabaya. The design of this study was Correlational method and cross sectional approach with simple random sampling technique. The research subjects used children aged 4-6 years of 32 respondents. Data were collected using a questionnaire sheet, assessing flash card playing and cognitive skills. Statistical tests using the SPSS spearman rank test showed that there was a significant corelation between playing flash cards and the cognitive skills in children aged 4-6 years in the Manukan Loka Tandes Surabaya (p = 0.000 (α = 0.05) and r = 1,000). Good children's cognitive skills are directly proportional to playing good flash cards. The recommendations of flash cards are still relevant for stimulating children's cognitive skills, but the role of mothers or companions is still needed when children learn to use flash cards

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“…According with Atmaja & Sonia (2020), Vocabulary is one of the keys to learning English. By learning vocabulary, students have an easier time learning English.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Using Flashcard to Improve Students’ Vocabulary Mastery

Syamsiyah,

Ma’rifatulloh

2023

jser

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Students' English language skills are still inadequate, according to preliminary research conducted by the researcher at MTs Salafiyah Syafi'iyah Seblak Diwek Jombang. One of the causes of low student ability is the lack of vocabulary mastery. So, the researcher has taken the initiative to use flashcard media. The purpose of the study was to determine the effectiveness of students' vocabulary mastery before and after being taught using flashcards. The researcher has used a pre-experimental design, consisting of pre-test, treatment, and post-test. The study population was 108 students of class VII MTs Salafiyah Syafi'iyah Seblak Diwek Jombang. The sample was 19 students of class VII-D using purposive sampling. The study population was 108 students of class VII-D MTs Salafiyah Syafi’iyah Seblak Diwek Jombang. The sample was 19 students of class VII-D using purposive sampling. To collect data on students' vocabulary knowledge, the researcher has used pre-test and post-test as research instruments. The test was an objective test, which consisted of 25 multiple-choice questions. The researcher used a t-test to test the data and obtained Sig. (2-tailed) less than 0.05. Then it is stated that Ha has been accepted. This has shown that there is a considerable variation in the average score of students' vocabulary acquisition before and after being taught in the classroom by using flashcards. After collecting the data, the researcher received before and after test results, with a pretest mean score of 74.32 and a posttest mean score of 90.53. Based on the results of the data analysis, many conclusions have been obtained. Namely, before using flashcards, students' vocabulary was lower than after using flashcards. Students' vocabulary before and after teaching using flashcards. Thus, it has been concluded that flashcard media has been useful in the vocabulary of students of class VII D MTs Salfiyah Safi'iyah Seblak Diwek Jombang.

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Using Flash Cards to Improve Students’ Vocabulary

Cited by 4 publications

References 1 publication

Strategies of Teaching English as A Second Language in Multilingual Classrooms in Meheba Refugee Settlement in Kalumbila District of Zambia

Strategies of Teaching English as A Second Language in Multilingual Classrooms in Meheba Refugee Settlement in Kalumbila District of Zambia

Bermain Kartu Flash Dan Kemampuan Kognitif Anak Usia 4-6 Tahun Di Wilayah Manukan Loka Tandes Surabaya

The Effectiveness of Using Flashcard to Improve Students’ Vocabulary Mastery

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