CHAPTER 1

INTRODUCTION

A. Background

In this millennial era English is a language that is used in many countries

as a their L2. So that people develop their English to face this millennial era to

communicate with another countries.1 In Indonesia, English is a priority subject of

education that is taught to the students. Not only in academic subject, but also in

daily life. English has important position like medicine, flight, tourism, and so

on.2 So that the parents want their children to be taught English in their primary

school for their best future.3 Indonesian Government stated in National Education

Law (2003)

“Foreign Language can be used as a language of instruction in certain

education units to support students’ foreign language skills”.

Learning English for students, especially for young learners students

who are not majoring in English still find it difficult. As for students majoring in

language who in fact learn English as learning support for lessons defined in the

1
Hermansyah, Nurhendi, “The Influence of Flash Card Toward Students’ English
Vocabulary Mastery During COVID-19” Jurnal Syntax Fusion, Vol. 1, No 11 (November, 2021),
736.
2
Istiqomah, “Globalisasi Bahasa Inggris”. (April, 2012), 90.
3
Suleyman Nihat SAD, “Theory-Practice Dictionary: Prospective Teachers’ Evaluation
About Teaching English to Young Leraners” Journal of Language and Linguistic Studies, Vol. 6,
No. 2 (October, 2010), 26.

1
 2

concept of learning for special purposes. This is because English is different

method in teaching them.4

There are four aspects to build an English well. These are listening, then

speaking, reading, and also writing. Besides that, there are secondary skills that

cannot be alienated in English like vocabulary, grammar, and pronunciation.

Therefore, we will speak with another we need vocabulary because vocabulary is

the key to success in speaking.5 When we have a limited vocabulary, they will be

difficult to express. That is why vocabulary is important feature in learning

English.

Based on those opinions above vocabulary is the most important issue in

four skills of English6 because vocabulary is quietly crucial in a learning of

language. Some experts state that vocabulary is a saving word that is used by

people.7 Furthermore vocabulary is a foundation of language that contains a word

by its meaning is used.8 In speaking they need a tool that is vocabulary to interact

with another, in listening they need to mastering vocabulary to guess what she had

heard from the audio, in reading they need of knowing vocabulary to understand

the story they read, in writing they also need to write something in their mind. 9 So

4
Ice Sariyati, “The Effectiveness of TPR (Total Physical Response) Method in English
Vocabulary Mastery of Elementary School Children” Parole, Vol. 3, No. 1 (April, 2013), 51.
5
Welliam Harmer, Nur Azmi Rohimajaya, “Using Flash Card as Instructional Media to
Enrich the Students’ Vocabulary Mastery in Learning English” Journal of Language Studies, Vol.
3, No. 2 2018, 168.
6
Hatch and Brown, 1995. Vocabulary, Semantic, and language education (t.t: t.p,), 1
7
Bamhart Cynthia A. 2008, The Facts on File Student’s Dictionary of American English
(t.t: t.p.,), 697.
8
Harimurti Kridalaksana Kamus Linguistik. (Jakarta: Gramedia, 1993), 127.
9
Mery Sorta,” Vocabulary Teaching Technique in English as Foreign Language
Learning for Young Learners: A case study of an English Teacher at SDN Cipinang Besar Selatan
07 Pagi”, 2018, 11
 3

that vocabulary is not only knowing of vocabulary but also comprehend the that

meaning of vocabulary should be skilled by someone.10

As Allah S.W.T said Alqur’an surah Albaqarah 31:

‫َو َعَّلَم َءاَدَم اَأْلْس َم اَء ُكَّلَه ا ُثَّم َعَر َض ُهْم َعَلى اْلَم اَل ِءَك ِة‬

‫َفَق اَل َاْنِبُؤ ِنْي ِبأْس َم اِء َه ُؤ اَل ِء ِاْن ُكْنُتْم َص اِدِق ْيََن‬

The meaning is “And he taught Adam the name of all things, then he placed them

before the angles, and said tell me the name of these if ye are

right”.11

In addition, the meaning of object that is taught, not only the object name

but also all of objects who are living in this earth and sky.

Teaching and learning vocabulary to young learners need a creative way to

make them understand without feeling bored in class, they cannot just sit down in

class while listening into the teacher, they like to do an active movement. Thus,

teaching young learners is more difficult than adult learners. Different approach,

method, and strategies should be careful to teach young learners. Tambun (2014)

argued that they commonly like funny studying and physical learning. 12 They also

will be easier to understand learning vocabulary by optical such as video, picture,

and so on because they are still child who like playing so that the teacher must be

creative to teach them in different ways to make them more attractive in class.
10
Tambun, R. A. 2014.” The Influence of Using Crossword Puzzle toward Students’
Vocabulary mastery”.
11
Departemen Agama RI, The Noble Qur’an, (Depok: Al Huda),
12
Shin, J.k. 2006 “‘Ten Helpful Ideas for Teaching English to Young Learners. English
Teaching Forum”. Vol. 44, No. 2, 2-3.
 4

From the preliminary observation in MI At-Taqwa Bondowoso,

Researcher finds students are still low in vocabulary. Whereas vocabulary is the

vital in any level exactly for student young learners. They difficult to

remembering vocabulary of English and mistaken the pronunciation. And from

students’ motivation they make some noisy with the friend and in one time they

often permit to go to toilet, do not listen what teacher saying, and another cases

student looks sleepy in class during learning activity. These cases are similar with

Elsya Matruty and Stella Rose Que in the International Journal of Language

Education by the title is “Using Flashcard as A Media in Teaching Vocabulary for

The Eighth Grade Students of Junior High School”.

From the explanation above, using media is a bridge of success learning

should be used by teacher. Consequently, a teacher should know more clearly the

needs of media, methods or materials that are in accordance with the goals to be

achieved or mastered by students. Using media in a learning is a method to help

teacher to guide a lesson that will be taught to student easily and make a class

alive and fun during teaching and learning. One of appropriate media in

vocabulary teaching is flashcard. Teaching vocabulary through flashcard is one of

interesting media in teaching vocabulary because most of them like playing card. 13

Flashcard is a double side of picture that is used for media in teaching vocabulary.

For the early age flashcard is a simple media that is liked by children and helps

teacher to make class quite active during learning process.

B. Identification and Scope of Problem

13
Titin Supriatin and Venska Prajna Rizkillah “Teaching Vocabulary Using Flashcard”
Professional Journal of English Education, Vol. 1 No. 4 (July, 2018), 480.
 5

1. Identification of Problem

Based on the explanation, the problem can be signified in some indicators,

these are:

a. The students are difficult to remember the word.

b. The students are wrong in pronunciation.

From the motivation problem below:

a. The students are busy talking with the friends.

b. Some students permit to go to toilet.

c. Do not attention to their teacher’s explanation.

d. Some students are sleepy during the learning and teaching process.

2. Scope of Problem

a. The subject of the research was student the 3G of MI At-Taqwa Bondowoso

b. Focus of this researcher is the effect of using flashcard in teaching

vocabulary for young learners exactly is the 3G MI At-Taqwa Bondowoso

C. Problems Statement

Based on the constraints listed above, the problems in this study are:

1. What is the effect of using flashcard in teaching vocabulary to young learners?

2. How is the significance of using flashcard in teaching vocabulary for young

learners?

D. Research Objectives

This research aims to:

1. To find out whether flashcard influence young learners’ vocabulary mastery.

 6

2. To find out how much influence using flashcard in teaching vocabulary for

young learners

E. Benefits of research

1. For Master

To provide knowledge about using flashcard as an approach, method, and

technique in teaching and learning activity.

2. For Students

Helps improve vocabulary and increase students' learning motivation in

learning English.

3. For Researchers

To anticipate problems related to students' vocabulary in learning English.

F. Previous Research

a. The research conducted by Elsa Yusrika Sitompul ‘Teaching Vocabulary Using

Flashcard and Word List’. The result of this research using flashcard recovered.

This study used quasi-experimental design. That consist of two groups, group

experimental and control group. The treatment group was given flashcard

treatment and the result showed that they can memorize easily.14

b. The research comes from Nining Candra Wahyuni ‘The Use of Puppet and

Fashcard as Media in Teaching Vocabulary for Children with Special Needs’.

This research used quantitative method. There were two groups between

14
Elsa Yusrika Sitompul “Teaching Vocabulary Using Flashcard and Word List” Journal
of English and Education, Vol. 1, No. 1 (June, 2013), 52.
 7

flashcard and puppet group. The result shows that both media using flashcard

and puppet had influenced students’ English vocabulary mastery.15

c. The research completed by S. Thoriqul Huda & Devi Dwi Kurniawan ‘The Use

of Flashcard to Improve the Mastery of English Concrete Nouns of Young

Learners’. The calculation increased the students more active and interest with

the method. This is evidenced by two cycles, the 1 st cycle is 49, 210. And 2 nd

cycle showed 64, 210.16

Table 1.1

Previous Research

No. Researcher and title Similarity Inequality

1 Elsa Yusrika Sitompul, Using Flashcard There was an

‘Teaching Vocabulary Using as a media additional media

Flashcard and Word List’. namely Word

2013 List

2 Nining Candra Wahyuni, Has same media There are two

“The Use of Puppet and that is Flashcard medias that she

Flashcard as Media in used in the

Teaching Vocabulary research

Children with Special Needs”. Flashcard and

2019 Puppet

15
Nining Candra Wahyuni “The Use of Puppet and Flashcard as Media in Teaching
Vocabulary for Children with Special Needs” Journal of English Language Teaching, Vol. 8, No.
2 (November, 2019), 136.
16
Thoriqul Huda & Devi Dwi Kurniawan “The Use of Flashcard to Improve the Mastery
of English Concrete Nouns of Young Learners”. Wiralodra English Journal (WEJ), Vol. 5, No. 1,
(March, 2021), 20.
 8

3 S. Thoriqul Huda & Devi Dwi Using Flashcard Has a goal of

Kurniawan, ‘The Use of media improving

Flashcard to Improve the concrete nouns

Mastery of English Concrete

Nouns of Young Learners’.

2021

G. Definition of Key Terms

Before we next to our research, it is necessary to know the main of these concepts

in it.

1. Flashcard

A Flashcard is designed a cardboard consists of picture and its meaning

and used to practice by teacher by showing the front and back side of the

flashcard.17 In another hand flashcard is a small card consists picture or

symbol to stimulate students’ motivation in learning vocabulary. 18 Thus,

Flashcard is a card that contains a picture with an alphabet follow the picture

to introducing vocabulary.19 It can be concluded that flashcard is a card picture

within word that is used to help teacher in the class in teaching vocabulary

appropriately to enhance young learners’ vocabulary mastery.

2. Vocabulary

17
Chadaporn Yawaboot & Apisak Sukying “Using Digital Flashcard to Enhance Thai
EFL Primary School Students’ Vocabulary Knowledge” English Language Teaching, Vol. 15, No.
7, (June, 2022), 62.
18
Azhar Arsyad Media Pembelajaran (Depok: Rajawali Press, 2002), 119.
19
Sarah Philips Young Learner Resource Book for Teacher (t.t: t.p., 2001), 69.
 9

Vocabulary is a name of a particular thing. Thus, this is an important

aspect in a language and a crucial lesson should be learned. As we know that

in communication, we surely need a word to express our mind to our

interlocutor in order that they understand what our mean. So that, it is a

fundamental tool to build a language learner in reaching communication. 20 To

mastering an English, students cannot ignore vocabulary because this is the

key to get success before conquering at four skills of English.

3. Young Learner

Young learner is children who learn a specific subject. According to

Phillips (1996: 5) The word children are learners that from 1 st elementary

school 5 or 6 age to 11 or 12 age.21 In this case as we know they will face

globalization era, many citizens using English as a second language. So that

this is an appropriate decision to teach them English from primary school in

order communicate with another country. And it will start to recognize them

vocabulary around them as like animal, food, transportation, and so on.22

H.Methodically of Discussion

To be clearer illustration to comprehend this proposal, researcher divides into

sub-chapter.

Chapter I: This chapter consists of the beginning of research including

background, identification and scope of problem, problem statements, research

20
Arash Hashemifardnia, dkk “The Effect of Teaching Picture-books on Elementary EFL
Learners’ Vocabulary Learning” JELTL (Journal of English Language Teaching and Linguistic),
Vol. 3, No. 3 (September, 2018), 248.
21
Sarah Phillips. Young Learners. (Oxford: Oxford University Press).
22
Ice Sariyati “The Effectiveness of TPR (Total Physical Response) Method in English
Vocabulary Mastery of Elementary School Children” Parole, Vol. 3, No. 1 (April, 2013), 54.
 10

objectives, benefits of research, previous research, definition of key terms, and

methodically of discussion.

Chapter II: This chapter contains literature review and discuss about the

important of vocabulary for young learners, flashcard, and also young learners.

Chapter III: This chapter contains of method of research, data collection

technique, population and sample, research instrument, and also procedure of

research.
 CHAPTER II

THORETICAL FRAMEWORK

A. Vocabulary

1. The Importance of Vocabulary for Young Learners

According to Oxford Learner’s Pocket Dictionary (1995: 1331)

vocabulary is “all the words that a person knows or uses, or a list of words with

their meanings especially in a book for learning a foreign language”. This is

reinforced by Hornby (1992: 46) he said that vocabulary is collection of words

that is used to precise their idea. Thus, vocabulary is a knowledge in language

those are known by someone to communicate to another. Therefore, David

Wilkins in Thornbury (2002) said that “Without grammar, little can be conveyed,

without vocabulary, nothing can be conveyed”.23 And this strengthen by

McCarthy (1990:8) “No matter how well successfully the sounds of L2 are

mastered, without words to express a wide range of meanings, communication in

an L2 just cannot happen in any meaningful way”. 24 From that statements it can

take conclusion vocabulary plays important role in language. It is a tool to make

an interaction with others.

2. Kinds of Vocabulary

There are two kinds of vocabulary, these are passive and active

vocabulary.25 A passive vocabulary is student just understand the word without

23
Scott Thornbury, S. How to Teach Vocabulary 2 (London: Longman, 2002), 13.
24
McCharty. Vocabulary (Oxfrod: Oxford University Press, 1990), 8.
25
Howard Jackson. Grammar and vocabulary, (London: Routledge, 2002), 28.
 12

practice it.26 And for an active vocabulary is student understand and they used or

pronounce the word. Meanwhile according to (Kamil, 2005) in Siti Ngarofah

journal There are two kinds of vocabulary, those are oral vocabulary, it means

words that they know and used in speaking and listening and print vocabulary is

a group of words that they impute and used in reading and writing. 27 In another

hand (Nation: 2001) states that there are four types of vocabulary in the text:28

a. Great Frequency Word: These words around 80% of the arrangement words

in the textbook.

b. Educational Word: These words are almost 9% of the arrangement words in

the textbook.

c. Practical Word: These words are about 5% of the arrangement words of the

textbook.

d. Low Frequency Word: These words are average to get into great frequency

list. These words are around 5% of the words of in educational textbook.

Based on the description above, it can conclude that there are many kinds of

vocabulary. So, the teachers have to consider the appropriate technique that will

be given to student based on student’s need.

3. The Approach of Developing Vocabulary

26
Doff, Adrian Teach English A Training Course of Teachers (Great Britain: Bell &
Baim Ltd. Glasgow, 1990), 19.
27
Siti Ngarofah & Ani Sumarni “Teaching Vocabulary Using Flashcard to Young
learner”, Professional Journal of English Education, Vol. 1, No. 6 (November, 2018), 777.
28
I.S.P. Nation, Learning Vocabulary in Another language (Cambridge: Cambridge
University Press, 2001), 15-17.
 13

To develop a master vocabulary, we have to choose an appropriate

approach. Alkhuli (1967: 62) said in journal of Elsa Matruty that there are eight

medias in developing vocabulary these are:

a. Direct Organization

This approach is best related in the case of word concerning to touchable

things survival in the class.

b. Picture

A picture is simple media to teach student’ vocabulary. Sometimes there is

in a book, magazine, and so on. A picture can also distinguish between plural

or singular noun.

c. Action

Action may build the meaning of vocabulary. It is the process of gambling.

This strategy is best in meaning of verb.

d. Context

The part of converse that surround a word or way can throw light on its

meaning.

e. Synonym

The meaning of new word ought to be given by a synonym word because

synonym aid to increase the saving of vocabulary.

f. Antonym

The meaning of new word should be taught by giving an antonym because

an antonym will help student’s vocabulary mastery.

g. Definition
 14

Definition is used effectively that if the students know the term and can

guess a word easily. But teaching definition for young learners is not

appropriate method to be taken.

h. Translation

Translation may help in developing vocabulary if the method has improved

to the high level.

Those are eight approaches to develop vocabulary. From the description

above, the researcher uses one of media of developing vocabulary that is a picture.

Picture is an easy technique to help student’s vocabulary mastery for young

learners because picture can show them the activity. Therefore, using picture

makes easier to remember the vocabulary.

4. Teaching Vocabulary

Teaching is a process aiding, guiding, facilitating students in learning.

Teaching is creating situation to be effective during learning process and teaching

will be success if students feel a valuable lesson that he learned.29

So, as a teacher’s position, they as a link for the students to enrich

student’s vocabulary and how teacher helping the student to solve the problem

they face and how teacher arranges the classroom and how teacher takes the best

technique for their student to interest them in vocabulary. 30. According to Mc

Carten, there are some steps that can aid teacher in teaching vocabulary: 31
29
Siti Ngarofah “Teaching Vocabulary Using Flashcard to Young Learner” Professional
Journal of English Education, Vo. 1, No. 6 (November, 2018), 776.
30
Nur Rohmah Hidayati “The Use of Charade Game to Teach Vocabulary”, Journal of
English Language Teaching, Vol. 5, No. 1 (April, 2016), 3.
31
McCarten, J. Teaching Vocabulary (United Stated of America: Cambridge University
Press, 2007), 20.
 15

a. Delivering clearly signed vocabulary lessons.

b. Creating vocabulary set stand out.

c. Giving list of vocabulary to be learned for lesson.

In another hands Harmer stated that there are two steps of teaching

vocabulary:32

1) Introducing Vocabulary

Teacher must introduce the new vocabulary by using picture or real

things because students will remember or memorize faster if they know the

word by using picture and real things, and they imitate what teacher’s

saying.

2) Practicing Vocabulary

Teacher must give exercise after they know the vocabulary by

using games vocabulary, instruct them to classify the word, matching word

to the best meaning, and so on because language needs to be practice.

B. Flashcard

1. The Type of Flashcard

Flashcard is a card that conducts picture on it, and it helps teacher to drill

students in teaching vocabulary effectively. Here is the types of flashcards:33

a. Paper Flashcard

32
Harmer, Jeremy The Practice of English Language Teaching 4th Edition (London:
Longman, 2007), 229.
33
Nisa Amalia Rahmadi, dkk “The Effectiveness of Flashcard media Strategy in
Improving Young learners’ Vocabulary” Journal of Excellence in English Language Education,
Vol. 2, No. 1 (2023), 75.
 16

Paper flashcard is a sketch card with picture and word on it and they have

an ideal size to be seen by all of students in the classroom.

b. Digital Flashcard

Using digital flashcard also can make learning effectively in teaching

vocabulary. We can find and operate it in any application such as Word Wall,

FlipQuiz, Quizlet, and so on.

2. Teaching Vocabulary Using Flashcard

Teaching vocabulary using flashcard can make the classroom effectively,

not only easy to make student understand the lesson but also easy to remember and

memorize the meaning in English because study new word by using picture is

accurately because they can see the real object. Therefore, flashcard is best media

to use for teaching vocabulary.34

C. Young Learners

1. The Characteristic of Young Learners

There are some young learners with special characteristic in learning

language:35

a) Children will respond through real thing or concrete thing rather than abstract

thing.

b) To engage them in their thinking movement is necessary used

34
Schmitt Nobert and Mc. Carthly Vocabulary Description, Acquisition and Pedagogy
(Cambridge: Cambridge University Press, 1997), 212.
35
Siti Ngarofah & Ani Sumarni “Teaching Vocabulary Using Flashcard to Young
Learner” Professional Journal of English Education, Vol. 1, No. 6 (November, 2018), 778.
 17

c) They more excited if taught by fun learning

d) Children like enjoying learning not seriously

e) They also like learning that around them such as culture, hobby, and their goal

f) Children like learn together than individually

From explanation above it supported by Piaget that there are specific

stages of children, these are:36

a) Sensor-Motor Stage (0-2 years) they like to learn movement activity and their

environment.

b) Pre-operational stage (2-7 years) in this stage children need a concrete thing.

c) Concrete operational stage (7-11 years) they start to do an abstract problem to

solve.

d) Formal operational stage (11-15 years) they can use an abstract thinking.

D. Hypothesis

In this research using flashcard in teaching vocabulary makes a big increasing

for young learners. Young learners prefer study by using picture rather than

explanation as researcher has explained above.

F. Conceptual Framework

36
Mary Lou McCloske, Seven Instructional Principles for Teaching Young Learners of
English, (TESOL Symposium: San Diego, 2002), 3.
 18

Based on theoretical framework, vocabulary is essential to build language and to

skilled four skills of English these are listening, reading, speaking, and writing. Thus,

vocabulary is crucial to be taught since earlier.

Picture. 2.1

LEARNING VOCABULARY

FLASHCARD

YOUNG LEARNERS’
VOCABULARY SKILL
Learning vocabulary from young learners is crucial for many factors like

they will understand vocabularies in foreign language because they will face a

globalization era that consumed English, and they will be easy to make a sentence

to communicate with another exactly a tourist, and it will help them in written

skill.
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Sites

This research will take place in MI At-Taqwa Bondowoso, East Java. It was

managed for about two months from April till May in academic year of 2023/2024.

A. Research Design

This study used a quantitative method of pre-experimental with pre-test and post-

test. It was one group of pre-test and post-test. This method aims to compare with one

or more experimental groups and verify the effect of research of each subject

Quantitative method is a systematic research used to explain the variable in the

research.37 This research compares between before and after treatment by using pre-

test and post-test. It aimed to find the effect of using flashcard in teaching vocabulary

on young learners. The research design is formulated as follows:38

O1-X-O2

Notes:

O1: Pre-test before treatment

X: Treatment for the experimental group

O2: Post-test after the treatment

37
Karimuddin Abdullah, dkk, Metodologi Penelitian Kuantitatif (Aceh:Yayasan Penerbit
Muhammad Zaini , 2021), 1.
38
Nisa Amalia Rachmadi, dkk, “The Effectiveness of Flashcard Media Strategy in
Improving Young Learners’ Vocabulary” Journal of Excellence in English Language Education,
Vol. 2, No. 1, 2023.
 20

B. Population and Sample

1. Population

Population is the object to be researched. The population of this research is

the third grade G of MI At-Taqwa Bondowoso which consist of 36 students.

2. Sample

Sample is a part of population. This sample of this study used total sampling

technique of nonprobability sampling technique.39 Total sampling technique is all

of populations become the sample and do not have chance to be chosen as the

sample.40 Researcher takes only this class because it is impossible to research all of

population, so that researcher take a sample of it.41

C. Instruments of Study

Research instruments are tools used by researchers in collecting data to gain

the work is easier and the better results. 42 Research instruments greatly determine

the success of a study. This researcher the instruments used is a test. The test used

multiple choice contained 10 questions on pre-test and post-test. Researcher also

uses validity and reliability test to gain the valid data in this research.

To carry out the result of this research effectively, researcher used mean,

modus, media, and frequency and percentage by using SPSS 21.

1. Validity test

39
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, dan R&D (Bandung: Alfabeta,
2019), 133.
40
Sugiyono, Statistika untuk Penelitian (Bandung: Alfabeta, 2019), 67.
41
Wiratma Sujarweni, Metode Penelitian Bisnis dan Ekonomi, (Yogyakarta: Pustaka
Baru Press, 2015), 81-82.
42
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, dan R&D, (Bandung: Alfabeta,
2013), 82.
 21

Validity is a measure to indicate the level of validity or inaccuracy of

instrument. A validity test can be shown to verify the accuracy of an instruments

that researcher used. Likewise, with the Pearson correlation product moment

validity test. It can be done by using comparing calculation r-count value.43

D. Procedure of Collecting Data

1. Test

Test that researcher used in this study is pre-test and post-test to measure

students’ understanding.

a. Pre-test

The pre-test will be held in 3rd class without using flashcard and involved

three themes there are hobby, profession, and school and they will be given 10

questions multiple choice of vocabulary. Therefore, the result will be compared

between after pre-test and post-test. And the score to each true answer is ten and

zero for a false answer. It was given for ten minutes to do the pre-test.

b. Treatment

The treatment involved 5 meetings, the first conducts 3 meetings in

experimental group and second conducts 2 meetings in doing post-test. During

the treatment they will be given vocabulary of transportation, animal, and fruits

through flashcard.

c. Post-test

43
Indrawan, dkk, Research Methodology Quantitative, qualitative, and mixed for
management, development, and education (revision), (Bandung: PT. Refika Aditama, 2017), 123.
 22

The researcher gives a vocabulary test after treatment was done. It will be

given the same test as in pre-test contains 10 questions multiple choice of

vocabulary and five questions of filling true or false designed.

D. Data Analysis Techniques

1. Normality Test

Normality test is used to get knowing of data and to find out the

distribution of it44. The researcher used SPSS to gain this data with

Kolmogorov Smirnov to examine whether or not the data is normally

distribution. The formula of normality test below:

Ho : Data has been normal distribution

Ha : Data have not been normal distribution

The type of the acceptance of rejection as follows:

Ho : Accepted if Sig. > a = 0.05

Ha : Accepted if Sig. < a = 0.05

2. T-Test

The data that has been collected by researcher will be analyzed by using a

quantitative method with t-test to determine the effect of flashcard in teaching

vocabulary to young learners. The formula as follows:

Ho : Rejected if Sig. > 0,05

Ha : Accepted if Sig. < 0,05

44
Sugiyono, Metode Penelitian Bisnis, (Bandung: Alfabeta, 2018), 232.
 23

CHAPTER IV

FINDING AND DISCUSSION

 24

A. FINDING

1. The Data of Description

a. The Result of Experimental Class

Through the several test in the experimental class in previous by total 36

students by using test, the result as follows:

Table 4.1

The Students’ Score of Experimental Class

Students Pre-test Post-test

AAA 40 50

AAA 60 70

ATZ 80 80

BQP 60 70

DAF 70 80

DAF 80 100

DLW 60 80

FZK 60 70

FKR 70 90

HS 60 70

HS 80 100

HUSK 80 90

IARA 50 60

KN 70 80

MADC 60 70
 25

MKAS 60 80

MFA 60 50

MAZ 70 80

MDDRA 70 90

MHD 60 70

MNRU 60 90

MRH 70 80

NIKZ 70 90

NKI 90 100

NA 40 60

NRA 90 100

PNA 50 70

RSA 90 100

RKJ 50 80

SAA 50 70

SAF 80 80

SRNH 70 90

SMDH 40 60

SSMS 70 90

ZMF 40 70

ZNF 80 100

Total Score 2340 2860

Average 65.00 79.44

 26

Table 4.1 showed that the result of pre-test and post-test involved by 36 of

students. The highest score of pre-test was 90 and the lowest score was 40.

Meanwhile the highest score of pos-test was 100 and for the lowest was 50.

Otherwise, the mean score of pre-test was 65.00 and the mean score of post-test

was 79.44.

2. Data Analysis

The researcher will analyze the data submitted that tested to the students

by giving pre-test and post-test of experimental class. To analyze Pre-test and

Post-test, researcher used SPSS 21 to measure. The result had shown below:

Picture 4.1

The Result of Experimental Class

Statistics
Pretest Posttest
Valid 36 36
N Missing 0 0
Mean 65.00 79.44
Median 65.00 80.00
Mode 60 70a
Minimum 40 50
Maximum 90 100
Sum 2340 2860
a. Multiple modes exist. The smallest value is shown
 27

From analysis on the picture above, the median score of pre-test was 65.00

and for the median of post-test was 80.00. Meanwhile, the maximum score of

pre-test was 90, and minimum of pre-test was 40. Meanwhile, maximum score

of pos-test was 100 and for the minimum score was 50. It was shown that the

post-test was very good. In addition, the frequency of pre-test and post-test as

follow:

Picture 4.2
Frequency Score of Pre-test

Pretest
Frequency Percent Valid Percent Cumulative
Percent
40 4 11.1 11.1 11.1
50 4 11.1 11.1 22.2
60 10 27.8 27.8 50.0
Valid 70 9 25.0 25.0 75.0
80 6 16.7 16.7 91.7
90 3 8.3 8.3 100.0
Total 36 100.0 100.0

As the picture above that showed the percentage of students’ score from

36 students. The lowest score was 40, with the frequency of four students by

11,1% percentage. The highest score was 90, with the frequency of three

students by the percentage 8,3%.

Picture 4.3

Frequency Score of Post-test

Posttest
 28

Frequency Percent Valid Percent Cumulative

Percent
50 2 5.6 5.6 5.6
60 3 8.3 8.3 13.9
70 9 25.0 25.0 38.9
Valid 80 9 25.0 25.0 63.9
90 7 19.4 19.4 83.3
100 6 16.7 16.7 100.0
Total 36 100.0 100.0

The picture of frequency pos-test showed above was the percentage of

students’ score from 36 students. The highest score was 100, with the

frequency of six students by 16,7% percentage. Meanwhile, the lowest score

was 50, with the frequency of two students by the percentage 5,6%.

a. Normality Test

Normality method used to determine a normal distribution from sample or

a collection of data. Researcher used Kolmogorov-Smirnov to measure the

normality of data. The result of normality test below:

Picture 4.4

Normality Result of Pre-test and Post-test

One-Sample Kolmogorov-Smirnov Test

Pretest Posttest
N 36 36
Normal Mean 65.00 79.44
Paramet 14.243 14.131
a,b
Std. Deviation
ers
Most Absolute .141 .137
Extreme Positive .137 .137
Differenc -.141 -.134
Negative
es
 29

Kolmogorov-Smirnov Z .843 .822

Asymp. Sig. (2-tailed) .476 .509
a. Test distribution is Normal.
b. Calculated from data.

Based on result of data above, we can figure out that score in pre-test was

significance from 0,476 > 0,05, and for post-test result was 0,509 > 0,05 that

indicated if the data of pre-test and post-test was normally distributed.

b. T-test

The researcher also used t-test to determine how much the effect of

independent variable and variable dependent. The following result of t-test

below:

Table 4.6

T-test Result
Paired Samples Test

Paired Differences t df Sig. (2-

Mean Std. Std. 95% Confidence Interval tailed)

Deviatio Error of the Difference

n Mean Lower Upper

Pre-Test 14.444 8.433 1.405 11.591 17.298 10.277 35 .000

Pair 1
Post-Test

From the table, we can see the score was 0,000 < 0,05. For the t-test value

was 10.277. It can be said that there was different significance between pre-
 30

test and post-test. So, it can be concluded that using flashcard much more high

significance in studying vocabulary for young learners.

B. Discussion

In this research the result of data analysis shew that flashcard had an effect

to students’ vocabulary skill especially in third grade of MI At-Taqwa

Bondowoso. There was high score in the post-test rather than in pre-test. The

highest score of post-test was 90 and for the lowest score was 50. Meanwhile, the

mean of post-test was 65.00 and the mean score of pre-test was 79.44, and for the

median of pre-test was 65.00, while the median of post-test was 80.00. It can be

concluded that using flashcard in teaching vocabulary had a high impact for

young learners.

In addition, the lowest score of pre-test was four frequency students by

percentage 11,1% and the highest score of pre-test was three frequency students

by the percentage 8,3%. Meanwhile in post-test, the highest score was six

frequency students by the percentage 16,7% and for the lowest score of post-test

was two frequency students by the percentage 5,6%. In another hand we can see

the result of t-test was 10.277 and sig. (2 tailed) 0,000. In this case 0,000 < 0,05.

Based on description above the result of using flashcard had a high score in

learning vocabulary.
 31

CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

Based on interpretation and discussion in previous chapter, it can conclude that

the result of the effect flashcard in teaching vocabulary to young learners is good for

young learners especially for the third MI At-Taqwa Bondowoso. In this class

students are active in answering the question and there are no students who are

sleeping during teaching and learning. This method is recommended to use in

teaching vocabulary to increase students’ motivation in learning English. It can be

seen in output of normality and t-test by SPSS. Normality score is 0,476 > 0,05, and

for post-test result is 0,509 > 0,05 that indicated if the data of pre-test and post-test is

normally distributed. In t-test value 0,000 < 0,05 and for the t-test value was 10.277.

It can be said that there was different significance in reaching high level.

B. SUGGESTION

Based on the description, some suggestions from researcher would like to give

to people who are interested or read in this thesis:

1. For Teachers

In teaching method, teachers have to consider whether or not the method is

interested for students. Teacher must take awareness what students need and how

to increase students’ motivation in learning, especially English, who are still many

students difficult in studying an English. Therefore, teacher must be creative way

 32

in teaching exactly vocabulary for young learners. It is a challenging for teacher in

teaching young learners because they have more an active movement rather than

teenagers. So, teachers have to be innovative in order that students are not bored.

Teaching vocabulary using flashcard is effective in teaching to young learners.

Therefore, flashcard is a fun media in teaching vocabulary should be used by

teacher.

2. For Students

In learning vocabulary, flashcard is an effective media to learn an English. For

students this is the appropriate way to take to increase students’ vocabulary

mastery, to reach many vocabularies, increasing students’ motivation and students

will be easily in learning an English in fun learning.

3. For Another Researcher

This research may become reference for another researcher, but in some cases,

researchers must develop and improve their method in researching some problems

in teaching and learning exactly in teaching English to young learners.

 33

REFERENCES

Arash Hashemifardnia, dkk “The Effect of Teaching Picture-books on Elementary

EFL Learners’ Vocabulary Learning” JELTL (Journal of English

Language Teaching and Linguistic) Vol 3 No 3, September 2018, 248

Azhar Arsyad ‘Media Pembelajaran’ (Depok Rajawali Press), 2002, 119

Bamhart Cynthia A. 2008, “The Facts on File Student’s Dictionary of American

English’, 697.

Chadaporn Yawaboot & Apisak Sukying ‘Using Digital Flashcard to Enhance

Thai EFL Primary School Students’ Vocabulary Knowledge’. English

Language Teaching Vol 15 No 7, June 2022, 62

Doff, Adrian “Teach English A Training Course of Teachers”. (Great Britain: Bell

& Baim Ltd. Glasgow, 1990), 19

Elsa Yusrika Sitompul “Teaching Vocabulary Using Flashcard and Word List”.

Journal of English and Education Vol 1 No 1, June 2013, 52

Harimurti Kridalaksana” Kamus Linguistik”. (Jakarta: Gramedia, 1993), 127.

Harmer, Jeremy “The Practice of English Language Teaching 4 th Edition”

London: (Longman 2007), 229.

Hatch and Brown, 1995. “Vocabulary, Semantic, and language education”. 1

Hermansyah, Nurhendi, “The Influence of Flash Card Toward Students’ English

Vocabulary Mastery During COVID-19” Jurnal Syntax Fusion Vol 1 No

11, November 2021, 736.

Howard Jackson. “Grammar and vocabulary”, (London: Routledge, 2002), 28

 34

I.S.P. Nation, “Learning Vocabulary in Another language” (Cambridge:

Cambridge University Press, 2001), 15-17

Ice Sariyati “The Effectiveness of TPR (Total Physical Response) Method in

English Vocabulary Mastery of Elementary School Children” Parole Vol 3

No 1, April 2013, 54

Indrawan, dkk, “Research Methodology” Quantitative, qualitative, and mixed for

management, development, and education (revision”), (Bandung: PT.

Refika Aditama, 2017), 123

Istiqomah, 2011 “Globalisasi Bahasa Inggris”. April 2012, 90.

McCarten, J. “Teaching Vocabulary” United Stated of America: (Cambridge

University Press. 2007), 20.

McCharty. “Vocabulary”. (Oxfrod: Oxford University Press, 1990), 8

Nisa Amalia Rahmadi, dkk “The Effectiveness of Flashcard media Strategy in

Improving Young learners’ Vocabulary” Journal of Excellence in English

Language Education Vol 2 No 1 (2023), 75

Nur Rohmah Hidayati “The Use of Charade Game to Teach Vocabulary” Journal

of English Language Teaching Vol 5 No 1 April 2016, 3

Sarah Philips ‘Young Learner Resource Book for Teacher’ 2001, 69

“Young Learners”. Oxford: Oxford University Press

Scott Thornbury, S. “How to Teach Vocabulary 2” (London: Longman, 2002), 13

Shin, J.k. 2006 ‘Ten Helpful Ideas for Teaching English to Young Learners.

English Teaching Forum. 44 (2) , 2-3.

 35

Siti Ngarofah & Ani Sumarni “Teaching Vocabulary Using Flashcard to Young

learner”, Professional Journal of English Education Vol 1 No 6 November

2018, 777

Sugiyono, “Metode Penelitian Kuantitatif, Kualitatif, dan R&D”, (Bandung:

Alfabeta, 2013), 82

Sugiyono, “Metode Penelitian Kuantitatif”cet.3 (Bandung: Alfabeta, 2022), 134

Suleyman Nihat SAD, “Theory-Practice Dictionary: Prospective Teachers’

Evaluation About Teaching English to Young Leraners” Journal of

Language and Linguistic Studies Vol. 6 No. 2 October 2010, 26.

Tambun, R. A. 2014.” The Influence of Using Crossword Puzzle toward Students’

Vocabulary mastery”.

Thoriqul huda & Devi Dwi Kurniawan “The Use of Flashcard to Improve the

Mastery of English Concrete Nouns of Young Learners”. Wiralodra

English Journal (WEJ) Vol 5 No 1, March 2021, 20

Titin Supriatin and Venska Prajna Rizkillah “Teaching Vocabulary Using

Flashcard” Professional Journal of English Education Vol 1 No 4, July

2018. 480

Welliam Harmer, Nur Azmi Rohimajaya, “Using Flash Card as Instructional

Media to Enrich the Students’ Vocabulary Mastery in Learning English”

Journal of Language Studies Vol. 3 No. 2 2018, 168.

Wiratma Sujarweni, “Metode Penelitian Bisnis dan Ekonomi”, (Yogyakarta:

Pustaka Baru Press, 2015), 81-82

 36

Yosephus Setyo Nugroho, dkk. “Improving Students’ Vocabulary Mastery Using

Flashcard”. 2012, 10