Studi Pada Implementasi Flashcards Dalam Mengajar Kosa Kata

Teguh Budiman Labanu, 2022. “A Study on the Implementation of Flashcrads
in Teaching Vocabulary”. Skripsi, English Education Study Program, Language
and Art Education Department, Teacher Training and Education Faculty, Tadulako
University, under the supervision Konder Manurung and Maf’ulah.

The objectives of this research are to describe how the implementation of
Flashcards in teaching vocabulary and to describe how is the students’ vocabulary
mastery after the implementation of Flashcards. The study applied qualitative
design that implemented Library Research Method. The data were collected from
scientific writings on the implementation of Flashcards in teaching vocabulary
between 2011 and 2021. The scientific writing were found from the library and
internet. The data were analyzed using content analysis based on Wright (1989).
There are nine scientific writings from Kurniawan (2011), Jahratunnisa (2014),
Suhaimi (2014), Mayristanti (2016), Hanifa (2016), Aulia (2016), Sutresno (2017),
Satriawan (2019) and Jannah (2020). The results of data analysis showed that the
implementation of Flashcards in nine different studies was carried out variously.
Some researchers refer to expert recommendations using Flashcards. Buttner
(2007), Budden (2013), Allen (1983), Read (2013), Wright (1989), and Harmer
(2007). Kurniawan (2011) used Buttner's suggestion (2007) to play a question and
answer game, Jahratunnisa (2014) used Budden's memory activity (2013), Suhaimi
(2014) used a guessing game by Allen (1983), Hanifa (2016) used Wright's (1989)
technique. Mayristanti (2016) did What is Missing and Flashcards Riddle, Aulia
used Flash Technique (2016) and Jannah (2020) used Flashcards Riddle and Hands
on Head suggested by Read (2013). Sutresno (2017) uses the Drilling technique,
Satriawan (2019) uses Matching and guessing games suggested by Harmer (2007).
All studies show that students' vocabulary increases after applying Flashcards in
their research. Flashcards have some impact on students. For example, Flashcards
increase students' motivation to learn vocabulary, students easily understand the
material, students are able to make simple sentences, students acquire new
vocabulary, students' vocabulary increases and students are able to understand the
material. The increase in students' vocabulary is caused by several factors, namely
the amount of treatment given, class conditions and the strategies used by the
teachers to overcome students' vocabulary weaknesses.