EFEKTIVITAS PENGGUNAAN FLASHCARD DALAM MENGAJARKAN KOSAKATA BAHASA INGGRIS PADA KELAS VI DI SDN MUNJUL 2
Keywords:
kosakata Bahasa Inggris; flashcard; CTL; motivasi; kepercayaan diri; Penelitian Tindakan KelasAbstract
This study aimed to examine the effectiveness of flashcards combined with the Contextual Teaching and Learning (CTL) approach and the “Word Bank” strategy in improving English vocabulary mastery among sixth-grade students at SDN Munjul 2. The study employed Classroom Action Research. Data were collected through observation, tests, and interviews, while vocabulary improvement was measured using pre-tests and post-tests. The findings indicated improvement in students’ ability to understand vocabulary meanings, use vocabulary in simple sentences, and use vocabulary in conversations. The percentage of students who could state the meanings of the target vocabulary increased from 30% in the pre-test to 75% in the post-test. The ability to construct simple sentences increased from 25% to 70%, while students’ confidence in using the vocabulary in conversations increased from 20% to 60%. Observations also indicated increased student participation, attention, motivation, and confidence. These findings suggest that flashcards can be an effective medium for supporting English vocabulary learning in elementary school because they connect verbal and visual information in a concrete way.
References
Arikunto, S. (2015). Penelitian tindakan kelas. Bumi Aksara.
Arsyad, A. (2017). Media pembelajaran. RajaGrafindo Persada.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. Longman.
Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education.
Harmer, J. (2007). How to teach English. Pearson Education Limited.
Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it’s here to stay. Corwin Press.
Kemmis, S., & McTaggart, R. (1988). The action research planner. Deakin University Press.
Kunandar. (2011). Langkah mudah penelitian tindakan kelas sebagai pengembangan profesi guru. RajaGrafindo Persada.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.
Sanjaya, W. (2008). Strategi pembelajaran berorientasi standar proses pendidikan. Kencana.
Sardiman, A. M. (2014). Interaksi dan motivasi belajar mengajar. RajaGrafindo Persada.
Slavin, R. E. (2006). Educational psychology: Theory and practice. Pearson Education.
Sugiyono. (2019). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Alfabeta.
Thornbury, S. (2002). How to teach vocabulary. Pearson Education.
Trianto. (2011). Model-model pembelajaran inovatif berorientasi konstruktivistik. Prestasi Pustaka.
Uno, H. B. (2011). Teori motivasi dan pengukurannya. Bumi Aksara.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wright, A. (1989). Pictures for language learning. Cambridge University Press.
