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CHAPTER 1
INTRODUCTION

Chapter one of this study will discuss background of the study, problem of
the study, objective of the study, significance of the study, scope of the study,
hypotheses, operational definition of key terms.
A. Background of the Study
English is an international language which is used many aspects of life such
as science, art, technology,culture,economy,and educations. Improving English is the
important one for every country to get prepared in global competition. The people in
the word which English not a native language needs to learn of this language in
English there are four skill should be mastered by students, they are listening,
speaking, writing and reading. All of those are important to be mastered to make
students easy to understand about English. The student sometimes need interesting
lesson. So, the teacher give different about teach. Such as, interesting picture. Picture
can be used to develop and sustain motivation, to produce positive attitude toward
English and to teach or reinforce some language learning skills.
The picture is good medium to be used in teaching learning process. It can
interest the students attentions, make a clear an idea and topic, ilustrate the fact which
possible to be forgotten by the students.
A flashcard is used as a learning tool. It usually has a question on one side
and an answer on the other side. People usually use flashcards to help them memorize
learning materials, such as vocabulary and formula, etc.
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A German researcher, Sebastian Leitner, proposed the Leitner system,
which uses flashcards efficiently. The system sorts flashcards into groups depending
on how well the learner knows each card. The learner tries to recall the solution
written on the flash card. If the answer is correct, learner puts the card into the next
group. However, if the answer is wrong, the card is returned to the current group,
which means they cannot progress to the next group.
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Due to proposal which work through about The effect of flash card on
vocabulary size of the eight year student of MTS DARUL AMIN that of observation
in MTS Darul Amin that at this school and like learning English so that students
interested in engineering have in learning English. teachers there also using media
images. various techniques applied by the teacher as through existing picture books
which explain the topic will be presented to students.
Vocabulary is the important thing for students in the process of acquiring,
learning, mastering, and using the language they learn.vocabulary was one of the
most important aspects for foreign language.
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Generally, students have some
difficulties in learning English, especially in mastering vocabulary. They cannot
memorize the vocabulary in a large amount, they forget them easily.
The success of English teaching learning in the school is not sufficient by
implementing curriculum concept only but there are more other factors, one of them

1
Badriya Juma Al-Salmi.Using Adaptive Learning theory and a Schedule-based Flashcard
to Enhance the Quality . Batinah South Region.2011.p 99
2
Richards, Jack. C, & S. Rodgers, Theodore. Approaches and Methods in Language
Teaching. Cambridge: Cambridge: Cambridge University Press, 2001.p 20.
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is the creativity of teachers in the process and also depends much on the teacher,
because she is the main factor in the teaching learning process. In this case, Richards
said that the teacher is a most significant factor for the success or failure of the
introduction of change into the learning process. Based on the statement above, the
result of teaching learning process is dominantly determined by the teacher because
she is the main factor that decides what and how material will be applied in the
classroom. The growing of English as an international language makes many English
teachers concerned to help their students developed their ability to use it.
The creativity can be done by improving or developing materials, media and
techniques of teaching. The shortage of teaching media sometimes forces the teachers
to increase their efforts to support the English teaching learning activity in classes.
Using a tool or media in teaching learning process is interesting way in learning, such
as using flash card.
Flash card can be an alternative way which leads to the teaching in class.
flash cards are effective tool for memorizing spelling words, multiplication tables,
and other information that does not require analysis.
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flash card are especially
useful for memorizing vocabulary words and their definition, dates in history and
their significance, and picture artwork or other items that you will be responsible for
identifying.
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3
Howard, Gardner. Using Flash Cards with Young Learners. New York: Harper
Collins,2004, P 173
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Charles, Grace. Your Personalized Guide to Academic Success. New York: Gracie
Mansion Publishing ,2009,P 102
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Based on opinions above flash cards is a tool of media of teaching and
enriching vocabulary. And also flash card is one of the easy and interesting media to
make the students enjoyable and interest to memorize vocabulary. This phenomenon
makes students hard to write in a good sentence. To overcome this problem, flash
card is suitable as a teaching medium in teaching vocabulary through flash cards is
effective. The writer hope to prove on how this way of teaching can be one of the
better alternatives of teaching vocabulary, so that students are interested in learning
English especially vocabulary.
In this case, the writer interested in the topic title because teaching flash
card can be one of the better alternatives of teaching vocabulary and helpful tools to
motivate learners in language learning and to explain word meaning that cannot be
understood into classroom, so that students are interested in learning English
especially vocabulary.
Based on the result of the pre-observation at MTS Darul Amin palangkaraya
the researcher found some problems concerning the students English Vocabulary
mastery at MTS Darul Amin palangkarayas student. There are students in class still
have difficulties in mastering basic English vocabulary. The researcher choose this
school because this school which have problems in vocabulary. So, the writer want
give the learning use flash card in vocabulary and with the use of flashcards
understand what they are experiencing difficulty or easy their vocabulary to
memorize or understand the vocabulary.

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B. Problem of the Study
Based on the background of the study, the problem of study is, Do the
students taught using flashcard have more vocabulary size than those taught by non
using flashcard at the eight year of MTS Darul Amin Palangka Raya?
C. Objective of Study
The study aims to measure the effect of using flashcard in teaching
vocabulary at the eight year students of MTS Darul Amin Palangka Raya.
D. Significances on the Study
Theoretically, the result of the study is to support the learning especially
applying The Effect of Flash card on Vocabulary Size of the Eight Year Students of
DARUL AMIN.
Practically, this study may help students to improve their vocabulary by
flash card.
E. Scope and Limitation of the Study
The study overviews the teaching flash card on vocabulary learners in this
case to students. The study belongs to quasi experimental, especially the effect of
using flash card to eight grade students. The limitation of the study is content word
which include nouns, adjective, and adverbs belong to open classes of word : that is,
new members are readily added. Contras with function word.
F. Hypothesis
Hypothesis is proposition that will be tested for its truth, or it is a temporary
answer toward the research question.
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They are the alternative hypothesis and the null hypothesis:
a. Alternative hypothesis (Ha)
The student taught using flashcard have more vocabulary size than those
taught by non using flashcard at the seventh year of MTS Darul Amin
Palangka Raya. `
b. Null hypothesis (Ho)
The student taught using flashcard do not have more vocabulary size
than those taught by non using flashcard at the seventh year of MTS
Darul Amin Palangka Raya.
G. The Definition of Key Term
1. Effect is something that produces by an agency or causes, result,
consequence. The other definition, effect is deference between or among
population means. In this study effect means a change of something because
of treatment. Related to the study, a change of something is the change of the
students English score of the Eight grade student of MTS Darul Amin of
Palangka Raya, after given treatment, that is taught by using media flash
card.
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2. Flashcard is a cardboard consisting of a word, a sentence, or a simple
picture on it. It should be noted that the letters on it must be visible and large
enough for everyone sitting in the front and the back of the classroom. To
make sure that everyone can see the letters on the card, it is better to write

5
Learners, Pall, 1995, p 3.
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words with capital letters. Both sides of the flash card should be used in
teaching vocabulary.
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3. Vocabulary size means an important component of lexical competence
and has been observed to be instrumental for both reading and writing.
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Vocabulary sizes are related to the quality of written compositions and
reading comprehensions skills. Vocabulary size reverse to the number of
words a learner knows and uses.
8














6
Howard, Gardner. Using Flash Cards with Young Learners. New York: Harper
Collins,2004,p 7.
7
A. DAnna Chaterina, Eugene B. Zechmeister, and W. Hall Jams. Toward a Meaningful
Definition of Vocabulary Size,1991, P. 5.
8
ATL AMTIS, Examining the Relationship Between Receptive Vocabulary Size and written
Skill of Primary School Learner. A Journal of the Spanish Association of Anglo-American
Studies. 1991. p. 130. (accessed June 2009).
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CHAPTER II
REVIEW OF RELATED LITERATURE

This part presents the review of related literature. It covers Previous Study
,vocabulary, Media, Picture, Teaching Vocabulary using Flashcard, Teaching
Vocabulary at MTS/SMP level.
A. Previous Study
There are some previous studies that discussed in this research. The first is
study by Seda. The result of the research, The t-count was 3.86 and t-table was 2.00
at the degree of freedom (df) 78 and significant level was 0.05. It means that H
1
is
accepted and H
0
is rejected. Therefore, it can be concluded that game can improve
students vocabulary achievement.
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The second by Dewi. The result of the research, Teaching vocabulary of
irregular English verbs by using flash cards was one of the techniques that made a
real impact of visual learner. Visual learner could improve the students intelligence
in acquiring vocabularies. Flash cards could give a new paradigm for the students in
learning by fun and enjoyable, because their visual learner and intelligence sense had
existed. It helped the students to easily in understand, recalling and saying. The

9
Amil Seda, The finding showed that there was a significant effect of using game in
improve vocabulary achievement at the third year student of SDN 04 Baruga. A thesis
Muhammadiyah University of Kendari 2010.P 6
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learners vocabulary size was very important because it was related to proficiency,
such as the students were able to understand, read, writer and perform on other
language components. Flash cards gave different effect toward the students in
acquiring irregular English verb vocabulary. Teaching vocabulary on irregular
English verb by flash cards influenced positively toward the result of the students
achievement.
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The third is the study by Mubarokah. The result of the research The result of
this research indicates that the teaching vocabulary through flashcard to the students
can be applied through game, listen and repeat, elicitation,and memorizing.
Based on the observation, interview and score of daily exercise showed that the use of
flashcard encouraged the students vocabulary mastery. And based on the result of the
interview and observation, the students response was very good.
They like to learn vocabulary by using flashcard .
Based on the result of the research above, teaching vocabulary through flashcard is
good to be applied. It is because flashcards make the vocabulary learning is more
enjoyable and interesting.
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Desti Cahya Dewi, Teaching l Vocabulary Irregular English verbs Trough Flashcard. A
Thesis Univesity of Ibn Khaldun Bogor Indonesia 2011.P 2
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Mubarokah, Teaching Vocabulary Through Flashcard at the First Grade of SD Plus
Nurul Hikmah Pamekasan, Tarbiyah Department, English Teaching Program. A Thesis of
STAIN Pamekasan 2011. P 4
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Difference of the third thesis title is no difference and similarities in purpose.
Difference in the title is to use flash media card, but they used a technique to simplify
and fun games in the classroom, but in the title of the difference is that I used to
introduce a figure showing the vocabulary using flash cards. Similarity in the title is
our goal to facilitate students in the same master or memorize vocabulary only they
added a gaming technique in his research.
B. Vocabulary
One thing that differentiates human from animals is verbal language or
speaking beside mind to think. Humans can communicate with others through verbal
language, either to apply or to receive the information the animal can not do. When
we observed a child first acquiring speech, we talk of this progress as a matter of
learning new words, we are also likely to feel that the adult speaker with the largest
vocabulary has the best command of English. To think of a language as just a stock
of words is, however quite wrong. Words alone do not make a language; a grammar
is needed to combine them in some intelligible way. Yet it is true that the vocabulary
is the focus of language. It is in words that sounds and meaning interlock to allow us
to communicate with one another, and it is a word that we arrange together to make
sentences, conversations, and discourse of all kinds. Thus we have a paradox in that
the most ephemeral part of language is also the center where meaning, pronunciation
and grammar come together.
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Pyles Thomas and Algeo John, English an Introduction to Language , Harcout Brace
Jovanich, Vol.1. 1997, p.159
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Vocabulary plays an important role because it appears in every language
skills. Vocabulary building is really important in any language learning. She realizes
how important the mastery of vocabulary is, particularly for people who study
English as a foreign Language as stated in the Collier- Macmillan International:
Once a student has mastered the fundamental grammatical patterns of a
language, his next task into master its vocabulary that he needs. Nobody ever learns
all the words in any language. We know and use the words that suit our particular
purposes and we continue to learn new words as long as we live.
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It is clear enough
that everybody who learns a language as a foreign language is hoped to know and
master the vocabulary to improve the language skills.
1. The Nature of Vocabulary
In some literature, we found the meaning of vocabulary. There are some
definitions of vocabulary. According to Kridalaksana, Vocabulary is a component of
language that maintains all of information about meaning and using word in
language.
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According to Webster, vocabulary is:
a. A list or collection of words and phrase usually alphabetically arranged
and explained or defined.

13
Collier Macmillan, The Key to the English Vocabulary, London: The Macmillan
Company, 1991, p.189
14
Harimurti Kridalaksana, Kamus Linguistik, edisi ke-3, Jakarta;PT Gramedia Pustaka
Utama,1993, p.127
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b. A sum or stock of words employed by a language group individual or
work or in a field of knowledge.
c. A list or collection of terms or codes available for use.
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There are some experts who give definition of vocabulary Hatch and Brown
define vocabulary as a list or set of words for a particular language or a list
or set of word that individual speakers of language might use.
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Furthermore Webster Dictionary noted that, vocabulary is:
A list or collection of words usually alphabetically arranged and explained
or Lexicon, stock of words use in language or by class, individual, etc.
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While according to Roget, Vocabulary is:
a. An alphabetical list of words often defined or translated, the vocabulary
includes idioms and two words verb.
b. All the word of Language.
c. Specialized expression indigenous to a particular fields, subject, trade or
Subculture.
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From the definition above, that vocabulary is a component of language and
numbers of words by a person class, profession, etc. In the communication and every
aspects of life such as in trade, education, business, social, politic, etc.

15
Merriem, Webster Ninth Collegiate Dictionary , New York: Merriem Webster.s
inc.1978,p.1320
16
Evelyn Hatch and Cheryl Brown. Vocabulary, Semantic and Language Education,
Cambridge: Cambridge University Press,1995, p.1

17
Webster.s, The Largest Abridgment of Webster.s New International Dictionary of
English Language, Webster.s Collage Dictionary. USA: G&G Merriam, 1935, p.1073

18
9 Roget.s II, the New Thesaurus: The American Heritage Dictionary ,Boston1980,
p.1036.
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2. The Use of Vocabulary
Vocabulary is important in case it could helps the students to enjoy their
classes. One who masters enough vocabulary will find fewer difficulties than those
who have fewer vocabularies. When they read a certain text, they will easily get the
information from it since they can understand every word in the text. On the others
hand, those who lack of vocabulary will face a lot of problems. Mastery of
vocabulary will be useful for the process of achieving language- teaching objectives.
That is the mastery of language skills (Listening, Speaking, Reading, and Writing). If
we want to communicate with others in certain language, we must master the
language they belong to especially to know enough vocabulary of those language.
Zhihong who say that Words are the basic unit of language from supports it.
Without vocabulary, one cannot communicate to effectively or express idea. He also
states that having a limited vocabulary is also a barrier.
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Furthermore, Long and Richards explain that vocabulary like grammar is an
essential component of all uses of language.
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3. Kinds of Vocabulary
Vocabulary is the one of the most important aspect of the foreign language
learning. Further, vocabulary is the meaning associated with spelling word, the focus
in the meaning. So the learners have to know about vocabulary if they want to get

19
Yang Zhihong, .Learning Words. English Teaching Forum.Vol. 38.No.3. 2000. (accessed
on July 14, 2013).
20
Tang Li Shing, .English Teaching Forum, XIX ,No.4. 1981. p, 11 (accessed on October
12, 2013).
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success in their learning language. Vocabularies are varieties. vocabulary is divided
into:
a. Content word
A word that conveys information in a text or speech act. Also known as
a lexical word. Content words which include nouns, lexical verbs, adjectives,
and adverbs belong to open classes of words: that is, new members are
readily added. Contrast with function word.
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b. Function word
A word that expresses a grammatical relationship. Also known as a
grammatical word. Function words include determiners, conjunctions, and
prepositions. Contrast with content word.
Based on explanation above the writer only focuse on content word that
contains noun (concrete and common noun) and verb (invinitive and pronoun), so the
kind of vocabulary should be related on the material of school.
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4. Flash Card as Media
a. Flash Card (FC)
A German researcher, Sebastian Leitner, proposed the Leitner system, which
uses flashcards efficiently. The system sorts flashcards into groups depending on how
well the learner knows each card. The learner tries to recall the solution written on the
flash card. If the answer is correct, learner puts the card into the next group. However,

21
artikata.com/arti-40601-content.html(online 4 July 2013)
22
artikata.com/arti-73411-function word.html ( accessed on 4 July 2013)
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if the answer is wrong, the card is returned to the current group, which means they
cannot progress to the next group.
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One strategy for learning vocabulary is the use of flash cards. A flash card is
a cardboard consisting of a word, a sentence, or a simple picture on it. It should be
noted that the letters on it must be visible and large enough for everyone sitting in the
front and the back of the classroom. To make sure that everyone can see the letters on
the card, it is better to write words with capital letters. Both sides of the flash card
should be used in teaching vocabulary. On one side, the new word is written in L2
and perhaps with a picture beside it and on the other side is the translation. These
flash cards can be made by both teachers and learners. Various kinds of flash cards
are on the market.
Flashcards for EFL teaching or self-study have been used for years and are a
useful tool for teachers and learners. Flash cards are useful for drilling new letters,
syllables, words, and other information. They are normally used in a classroom, but
can also be used more informally. A flashcard or flash card is a set of cards bearing
information, as words or numbers, on either or both sides, used in classroom drills or
in private study. Flash cards can bear vocabulary, historical dates, formulas or any
subject matter that can be learned via a question and answer format. Flash cards are
widely used as a learning drill to aid memorization by way of spaced repetition.


2323
Badriya Juma Al-Salmi.Using Adaptive Learning theory and a Schedule-based
Flashcard to Enhance the Quality . Batinah South Region.2011.p 99

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5. Vocabulary Flash Card (VFC)
Vocabulary flash card or Word flash card is perhaps worth mentioning at
this point, even though they are not actually pictures. However, being used in a
similar way as picture flash card, they can often enrich the lesson. On top of that,
those two can be indeed combined and applied together. Pointed out, word flash cards
are most typically used in teaching reading and writing. Nevertheless, they will find
their use in teaching vocabulary too, offering valuable help mainly in teaching the
spelling of newly learnt words, which definitely should not be neglected as it often is
learning from word card might be the simplest strategy of learning vocabulary.
Vocabulary flash card can be fun, colorful, and creative way to aid in
memory and retention of vocabulary words. Flash cards are a tried and tested
teaching and learning device inside and outside the classroom, for kids and adults
alike. Some of these flash cards are designed to perfect your English while others can
help you learn a new language entirely. The key to using flash cards is to look at the
word or definition on one side, and test yourself to see if you can remember the
answer written on the other. So you can perfect your knowledge of the vocabulary on
the list and improve your overall vocabulary.
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6. The Meaning of Flash Card
Flash card is a set visual media, in this case is asset of cards bearing
information, as words or numbers, on either or both sides, used in classroom drills or
in private study.

24
Maryam Esclahcar Komachali, The effect of Using Vocabulary Flash Card on Iranian
Pre- University Students Vocabulary Knowledge. A Journal of Islamic A2ad University Iran,
2012, vol 5. No.3. p 4. (accessed on May 19 2013)
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Flash card are cards on which word or pictures are printed or drawn. On
other sources, flash card is a card with the word or words and something a picture
down it. Based on discussed above, it can be taken a general view that flashcards are
card with a word or words, number, or a picture on it for use in the classroom by
teacher and students that help to learn and memorize new words.
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7. The Types of Pictures
Through picture presentation, people are able to reach outside their minds.
Pictures that they can see always lead to the reality of their minds. But the realities
that have been presented by pictures depend on the types of the pictures. There are
two kinds of pictures that Brazyna Szyke finds especially useful as teaching aids, they
are:
a. Pictures of individual persons or thing may be used mainly at the
elementary level, to introduce or test vocabulary items, for example: a man,
and a car. Portraits, pictures showing people in close details, are useful for
intermediate and advance learners. The students can be asked question about
the age and profession of the model


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Konsultasi Psikologi Blog Sesama Artikel Manajemen;Apa itu Flashcard.html. (accessed
on November 09,2013)

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b. Pictures of situations in which person and object are .in action. Between
objects and people can be perfect teaching aid for introducing or
reviewing grammatical or structures.
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Types of Pictures According to Andrew Wright Are:
a. Pictures of single object
b. Picture of person: picture of famous person, pictures of several people
and pictures of people inaction
c. Pictures of places
d. Pictures from history
e. Pictures with a lot of information
f. Pictures of fantasies
g. Pictures of the news
h. Pictures of maps and symbols
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According to Betty Morgan Bowen, there are some types of pictures as their
shapes:
a. Wall charts
b. Wall pictures: is simply a large illustration of scenes or events. It is
usually to be used with the whole of class.

26
Brazna Szyke, Using Pictures as Teaching Aids; English Teaching Forum, Vol. XIX,
No.4, October, 1981.
27
John Pread,. Measuring The Vocabulary Knowledge of Second Language Learners.,
REIC Journal, 19. No.2. December: 1988, p.12.
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c. Sequence Picture is a series of pictures of a single subject it is function
is tell a story or a sequence of events.
d. Flash cards
Word Flash cards; card with printed words on it can help up rapidly; the
cards can be used to demonstrate exactly what the teacher wishes.
Picture Flash cards; useful for the representation of a single concept,
such as an object or in action.
e. Work cards
Includes visual as well as text magazine pictures drawing maps and
diagrams can be important part or work cards at all levels used for vanity of
purposes.
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Meanwhile, Yunus in his book grouped the picture into four groups:
a. Composite Picture
These are large single pictures, which show a scene (Hospital, beach,
canteen, railway station, street) in Which number of people can be seen
doing things
b. A Picture Series
A picture series is a number of related composite pictures linked to form a
series of sequences. Hence, it is main function is to tell a story or sequence
of events.

28
Betty Morgan Bowen, Look Here!, Visual Aids In Language Teaching, London: essential
Language- Teach Series, 1973, p. 13- 31
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c. Individual Picture
These are single pictures of objects, person or activities such pictures very in
size from small newspaper pictures and can be mounted singly.
d. Specialized Pictures (Posters, charts, advertisements, brochures)
Wall posters are not designed specifically for teaching, but rather for
advertising or propaganda purposes.
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The description above teaching some language- learning skills, which the
language teacher helps the student enter to an imaginative experience beyond the
classroom.
8. The Use of Pictures
There are five roles of pictures:
a. Pictures can motivate the students and make him or her want to pay
attention and want to take part.
b. Pictures contribute to the context in which the language is being used.
They bring the world into the classroom.
c. The pictures can be described an objective way or interpreted or
responded to subjectively.
d. Pictures can cue responses to questions or cue substitutions through
control practice.

29
Betty Morgan Bowen, Look Here!, Visual Aids In Language Teaching, London: essential
Language- Teach Series, 1973), p. 13- 31
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e. Pictures can stimulate and provide information to be referred to in
conversation, discussion and story telling beside Horse five roles in using
picture, there are six reasons why pictures helpful in teaching learning
process.
There are six reasons why using pictorial material:
a. Pictures are useful for presenting new grammatical and vocabulary
items.
b. Pictorial material allows for meaningful practice of vocabulary and
structures presented by the teacher.
c. Pictorial material can also provide a stimulus for using the language at
the reproduction and manipulation stages to speak, to read and to write.
d. Pictures can be used for revision from one lesson to another as well as
for long term revision of vocabulary and structures.
e. Pictorial material can be used to supplement whatever textbook the
teacher is using or whatever course he is following. Picture, of course can be
used to provide more practice of the exercises that students have done using
the text book. Pictorial material is easy to collect, to make and to transport.
9. The Advantages And Disadvantages of Picture Used
a. The Advantages of Pictures Used
Following are some opinions concerning with the advantages of using
pictures. According to Gerlach:
1. They are inexpensive and widely available.
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2. They provide common experiences for an entire group.
3. The visual detail make it possible to study subject, which would turn
back to be impossible.
4. They can help you to prevent and correct disconcertion.
5. They offer a stimulus to further study, reading and research visual
evidence is power tool.
6. They help to focus attention and to develop critical judgment.
7. They are easily manipulated.
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b. The Disadvantages of Pictures Used
There are some disadvantages of pictures used in teaching and learning
process, such as:
1. Students pay attention on the picture more than on learned material.
2. It takes time and costs much to provide attractive pictures.
3. Small and unclear pictures may arouse problems in the teaching learning
process since the students may misunderstand about the pictures.
Possible ways to overcome them are:
1. Teacher should avoid using pictures or photographs attack more
attention to them than to the activity. He also should control the students.
Activities including their attention during the teaching learning process.
2. The teacher should make or choose attractive simple pictures to avoid
wasting time and money.

30
Vernon,S.Gerlach and Donald , P. Elly, p, 277
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3. The teacher should make or choose big and clear enough pictures in
order to avoid misunderstanding about the pictures.
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C. Teaching Vocabulary using Flashcard
a. Picture flashcards in vocabulary teaching
Hill classified pictures according to their size into three keycategories:
1) Large (20x30 cm): useful for whole-class work
2) Medium (10x15 cm): useful for group-work
3) Small (5x5 cm): useful for games and other group-work activities
This classification applies to picture flashcards as well. I have simplified
Hills classification and divided them into two groups only. The first group covers
Big flash cards (about 15x20cm or larger), typically used by the teacher for whole-
class activities such as presenting new language, controlled practice or as prompts for
speaking activities. The second group then covers small picture flash cards (smaller
then about 15x20cm), usually used by students for working individually or for games
and activities in pairs or groups.
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b. Big picture flashcards
Big picture flashcards are very helpful tools in presenting and drilling forms
of new words, since they draw learners attention and make these often boring
activities more enjoyable. And that is exactly what teachers need when presenting
new language to catch their learners full attention, to raise their interest in the

31
Ibid .p279
32
Hll, David A. Visual Impact: Creative language learning through pictures. Essex:

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presented subject and hence also their motivation. At the same time flashcards (as
well as other forms of pictures and visual aids in general) enable students to link the
meaning of the words with real-world images immediately. When using flashcards in
presentation, it is easy to involve learners actively and to combine the presentation
with controlled practice. The presentation of vocabulary with flashcards can be done
in lots of various ways, for example in telling a story or just simply based on a set of
vocabulary for a particular topic.
Wright, Wright and Haleem listed several possibilities how to illustrate the
meaning of a new word or a piece of language through pictures. A single picture
might often serve this purpose well enough; yet, employing several pictures might be
in some cases preferable if not necessary to make sure that students get the correct
idea about what aspect of the picture the teacher had in mind. Displaying several
different pictures with one identical feature should suffice for this purpose. E.g. to
teach the phrase to be horrified, the teacher could show three pictures of people
horrified by different things.
33

Contrasting meanings could be another possibility: The teacher works with
two antonymous pictures, or similarly, compares two pictures with things very alike
in their meaning, such as hill and mountain. Yet another possibility is to employ
the sense of a collective idea or to present the word as a part of a larger thing. As for
the first case, the verb to work can be accompanied by pictures of different people

33
Longman Group UK Limited, 1990. ISBN 0-582-03765, p 4

25

25

working in various jobs; in the second case, the word leaf can be put into context as
a part of a tree Big flashcards are suitable for vocabulary practice and testing. To
draw studentsattention, it is advisable to reveal pictures in an interesting way.
Presented several activities that might be modified for this purpose, such as Flashing
picture, where the teacher just flashes the cards quickly and students guess or
describe what they saw. As another example might serve The slow picture reveal.
In this sense, the picture is used in a more meaningful and real-life
communicative way than being just displayed for students to say what they can
actually see. This will probably have a greater impact on the retention of a piece of
vocabulary again and also subsequently on the ability to use it in communication. Hill
illustrated this idea on the example: In the same way that the idea of holding up a
pen and asking Whats this?, expecting the answer Its a pen is uncommunicative,
it is uncommunicative to hold up a picture of a pen and ask Whats this? expecting
the same answer.
c. Word flashcards
Word flashcards are perhaps worth mentioning at this point, even though
they are not actually pictures. However, being used in a similar way as picture
flashcards, they can often enrich the lesson. On top of that, those two can be indeed
combined and applied together, e.g. in a matching or labelling activity. As Wright
pointed out, word flashcards are most typically used in teaching reading and writing.
26

26

Nevertheless, they will find their use in teaching vocabulary too, offering
valuable help mainly in teaching the spelling of newly learnt words, which definitely
should not be neglected as it often is.
d. Small picture flashcards
A plenty of variations of these cards are typically applied in communicative
activities in pairs or small groups of students, thus finding a meaningful role in
reviewing and practicing vocabulary. In a closer look, we will find one-side-only
cards, both-sided ones and sets of pairs (antonyms or synonyms, a picture and the
corresponding word or phrase) or sets of cards connected e.g. by their meaning.
Being flexible in their way of use, these cards offer teachers and their students a large
amount of possibilities in applying them in a number of activities and games such as
domino or various forms of word matching activities. Moreover, they are fit for a
range of sorting or ordering activities, e.g. creating a story. These cards can also be
used for games based on asking each other questions and exchanging them while
searching various, usually listening or reading, exercises.
34

e. Teaching Vocabulary at MTS/SMP Level
Reflecting on the nature of childrens learning of words confirms the strong
relationship between vocabulary and comprehension and calls attention to the
prominent place that vocabulary instruction should hold in the literacy program.
Research related to vocabulary instruction and word knowledge shows that there is a

34
Gairns, Ruth. Redman, Stuart. Working with Words: A guide to teaching and learning
vocabulary. Cambridge: Cambridge University Press, 1992. ISBN 0-521-31709-6. P 75.
27

27

robust correlation between knowing words and comprehending text . Many educators
feel that a strong vocabulary program just makes sense. Consider that words are
labels for their meanings and when we know a word, we know what it represents.
Some words are more complex than others, having multiple meanings, while others
are conceptually rich and networked to countless other words.
Teaching word-learning strategies: An important aspect of developing
students robust vocabularies is teaching them tools to unlock the meaning of
unknown words. The most effective tools use the context of the surrounding words or
sentences to infer the meaning of a word, using meaningful word parts to make sense
out of the unknown word and using the dictionary effectively to help define an
unknown word.
35

According to Huda as quoted by Aisah that: The goal of national education
is to develop mentality of nation which is imbued with, faith, moral, science and skill,
and also to increase responsibility as nation. In addition, chapter IX, article 37 states
that curriculum development in every school level is based the development of
learner and situational needs, national development, and development of science,
technology and art. Therefore for the need of globalization and 21
st
century, the goal
of ELT addresses to the development of communicative competence in English,

35
Sagepub.com/upm-data/40627_4.pdf( accessed on June 16 2013)
28

28

including reading, listening, speaking and writing skill simultaneously by mastering
1,000 words for lower secondary level and 2,500 words for higher secondary level.
36

English skills including reading skills important to learn by students of
school to support their ability in using colored picture to teach verb vocabulary in
understanding english, reading texts.
In accordance with students English mastery, it is necessary that every
student must have note books or vocabulary card which contain of English
vocabulary wheter abaout noun ,adjective,verb,adverb, or other vocabularies. By
having them, student are expeted to be able to memorize English vocabularies easier
and well. Vocabulary also has an important role that suports students english mastery.
By memorizing English vocabularies, especially vocabularies of regular and irregular
verbs, students ar expected to be able to use regular and iiregular verbs in
comprehending English reading texts well.
Motivation is a central concept in any theory of education. Therefore, it is
essential to demonstrate different points of view on definitions of motivation in order
to achieve a better understanding of the role of motivation in language learning.
Motivated students refer to those who wish to do things that teachers expect, while
unmotivated students are the ones who are unwilling to do things based on teachers

36
Eneng Elis Aisah.,2009,Development of English Language Teaching Syllabus In
Indonesia.,http://www.Elis Personal journal.html.(Accessed on August 30, 2013)
29

29

expectation.
37
In contrast with teachers, psychologists study the concept of motivation
to a greater extent. Lewin, a member of the cognitive school, emphasizes that
learning itself is motivation which determines success. However, Bruner seems not to
be in line with this suggestion, arguing that when learners are forced or pushed to
learn, they might fail to maintain their natural curiosity.
In contrast, Beard and Senior, two behaviorist psychologists, believe that
incentives and rewards are motivations for establishing behavior. Spencer appears
to support this idea, suggesting that it is primarily important for teachers to apply
various types of rewards to stimulate students to possess interests and goals in the
performance of tasks.










37
Ball. The main analysis phase. And In H.J. Adr & G.J. Mellenbergh (Eds.)
30

30

CHAPTER III
RESEARCH METHOD

A. Research Type
The type of this study is using quasi-experimental research. Because this
study comparing with two ways and the writer wants to measure the effectiveness of
teaching vocabulary mastery using the ways.
B. Research Design
This research study used quantitative approach. Quantitative research a
ginnery employing operational definitions to generate numeric data to answer
predator mined hypotheses or question.
38
Quasi-experimental designs are similar to
randomized experimental designs in that they involved manipulation of an
independent variable but differ in those subjects in that they involve manipulation of
an independent variable but differ in that subjects are not randomly assigned to
treatment groups. Because the quasi-experimental design does not provide full
control, it is extremely important that researchers be aware of the threats to both
internal and external validity and considers those factors in their interpretation.
Although true experiments are preferred, quasi-experimental designs are considered
worthwhile because they permit researchers to reach reasonable conclusions even
though full control is not possible.

38
Ary,D.,Jacobs, L,C.,and Sorensen,C. Introduction to Research in Education. United
States: Wadsworth, Cengange learning.
31

31

The type of this study was Quasi-experimental study by the nonrandomized control
group; pretest-posttest design is one of the most widely used quasi-experimental designs in
educational research.
39


Table 3.1
The scheme of Quasi Experimental Design
Pretest Posttest Design
Subject Pretest Treatment Posttest
E
C
Y
1
Y
2
X
_
Y
1
Y
2

C. Population and sample
1. Population
According Vicente , a population is nothing but a group of a particular
concept that has something common to each other. Population depends on the
experiment conducted. It can be a group of people, a group of books, a group of
journal, etc. Mostly it happens, when an experiment is conducted, the researcher want
to get data from the whole population but it becomes very tedious to do so.

39
Ibid, p. 316
32

32

In such cases we make use of a small group of members of the same
population, called the sample of the population. As we use statistics to learn about the
characteristics of the population, the sample chosen must be randomly selected.
Hence, a random sample can be defined as a sample in which each member of the
population has equal possibilities of being selected.
The population of this study is all the eight year students of junior high
school in academic year 2013-2014, both male and female. If the sample really
represent of population, what is known about the sample is our knowledge of the
population.
40

The implication is, if the research which used really represent of population,
so done generally to the population While according to Arikunto, states that:
Population is the whole of research subject, where as sample is a part of population.
The population of this study is all of students at the eigth year of MTS Darul
Amin Palangka Raya and consisted of two classes, there are; VIII A, VIII B, and
VIIIC. The number of population MTS Darul Amin can be seen in the following
table.



40
Muhammad Ali, population, 1992, p.5.
33

33

Table 3.2
Number of Students
No Grades The Number of the Student
1. VIII.A 20
2. VIII.B 21
3. VIII.C 21
The total of student 62

2. Sample
The population of the study is first grade students of MTS Darul Amin
Palangka Raya. In this case, the sample of this study is all the VIIIa as a experiment
group and VIIIb students as a control group at MTS Darul Amin Palangka Raya.
In statistics, a sample is a subset of a population that is used to represent the
entire group as a whole
41
.
The population can be seen in the following table.
3.3 Table Sample Students
No Grades Groups Number of Students
1. VIII.A E 20
2. VIII.B C 21
The Total Number of Student 41



41
Kendry,Cherry.Statistic
34

34

Note:
E : Experimental
C : Control
3. Teaching of Procedure
3.4 Teaching of Procedure
Experimental group Control group
First meeting
Exploration
1. Eliciting vocabulary related to
the theme / topic text (using
flash card media, in this case
the teacher using memory
activities)
Teacher put the flash cards
on the floor in a circle.
Students have one minute to
memorise the cards.
2. Discussing about simple
present tense
3. Discussing about adverb of
frequency
Elaboration
1. The teacher show the students
a picture related the
vocabulary that given by the
teacher.
First meeting
Exploration
1. Eliciting vocabulary related to
the theme / topic text
2. Discussing about simple
present tense
3. Discussing about adverb of
frequency

Elaboration
1. The teacher show the students
a picture related the
vocabulary that given by the
teacher.
2. The teacher asks students
opinion about the picture.
3. The teacher asks the students
to write a descriptive text
based on the picture (the
affendix on English on skys
35

35

2. The teacher asks students
opinion about the picture.
3. The teacher asks the students
to write a descriptive text
based on the picture (the
affendix on English on skys
book)
4. The teacher and the students
checks the students work
together
Confirmation
1. The teacher gives comments
about the students work
2. The teacher motivates the
students to learn about the
learning materials
book)
4. The teacher and the students
checks the students work
together
Confirmation
1. The teacher gives comments
about the students work
2. The teacher motivates the
students to learn about the
learning materials

Second meeting
Exploration
1. Reviewing vocabulary
(guessing game using flash
cards) and grammar has been
learned
2. The students answer some
questions or quiz related their
homework last meeting.

Elaboration
Second meeting
Exploration
1. Reviewing vocabulary and
grammar has been learned
2. The students answer some
questions or quiz related their
homework last meeting.

Elaboration
1. The teacher gives assesment
2. The teacher checks the
students work
36

36

1. The teacher gives assesment
2. The teacher checks the
students work
3. The teacher and the students
checks the students work
together
Confirmation
1. The teacher gives comments
about the students work
2. The teacher motivates the
students to learn about the
learning materials
3. The teacher and the students
checks the students work
together
Confirmation
1. The teacher gives comments
about the students work
2. The teacher motivates the
students to learn about the
learning materials
Third meeting
Exploration
Eliciting vocabulary related to the
theme / topic text (using flash card
media)
Teacher puts the flash cards
on the floor in a circle.
Students have one minute to
memorise the cards.

Elaboration
1. Discuss the homework
2. Teacher and the students do
the games related their
Third meeting
Exploration
Eliciting vocabulary related to the
theme / topic text

Elaboration
1. Discuss the homework
2. Teacher and the students do
the games related their
homework last meeting
3. The teacher gives assessment
(the affendix on English on
skys book)
4. The teacher and the students
37

37

homework last meeting
3. The teacher gives assessment
(the affendix on English on
skys book)
4. The teacher and the students
checks the students work
together
Confirmation
1. The teacher gives comments
about the students work
2. The teacher motivates the
students to learn about the
learning materials
checks the students work
together
Confirmation
1. The teacher gives comments
about the students work
2. The teacher motivates the
students to learn about the
learning materials

Fourth meeting
Exploration
1. Reviewing vocabulary and
grammar has been learned
(guessing game using flash
cards)
2. Read descriptive text
3. Answering questions on a
variety of information (main
ideas, specific information,
detailed information, the
meaning of the word)
Fourth meeting
Exploration
1. Reviewing vocabulary and
grammar has been learned
2. Read descriptive text
3. Answering questions on a
variety of information (main
ideas, specific information,
detailed information, the
meaning of the word)

Elaboration
38

38


Elaboration
1. Teacher asks the student to to
look at the bold words on the
text was their read and
prepare to show the change
of each word on flash cards.
2. The teacher gives some
vocabulary related the
material
3. Teacher puts the flash cards
on the floor in a circle.
4. Students have one minute to
memorise the cards.
5. The teacher asks students to
rearrange some paragraphs to
make a good descriptive text
and answer the question
based on the text (assesment)
Confirmation
1. The teacher gives comments
about the students work
2. The teacher motivates the
students to learn about the
learning materials
1. Teacher asks the student to to
look at the bold words on the
text was their read and
prepare to show the change
of each word that will write
on the whiteboard by the
teacher.
2. The teacher gives some
vocabulary related the
material
3. The teacher asks students to
rearrange some paragraphs to
make a good descriptive text
and answer the question
based on the text (assesment)



Confirmation
1. The teacher gives comments
about the students work
2. The teacher motivates the
students to learn about the
learning materials

Fifth meeting
Fifth meeting
39

39

Exploration
1. Reviewing vocabulary
(guessing game using flash
cards) and grammar has been
learned
2. Eliciting vocabulary related to
the theme / topic text (using
flash card media)
Teacher puts the flash cards
on the floor in a circle.
Students have one minute to
memorise the cards.
3. The teacher asks students to
write some vocabulary that
their memorized
Elaboration
1. Arrange random words into a
coherent sentence.
2. Create and write descriptive
sentences using vocabulary
and grammar they have
learned
3. Organize random sentences
into a coherent paragraph.
4. Arrange a random paragraph
into a cohesive paragraph
5. Teacher gives assessment
Exploration
1. Reviewing vocabulary and
grammar has been learned
2. Eliciting vocabulary related to
the theme / topic text
3. The teacher asks students to
write some vocabulary that
their memorized

Elaboration
1. Arrange random words into a
coherent sentence.
2. Create and write descriptive
sentences using vocabulary
and grammar they have
learned
3. Organize random sentences
into a coherent paragraph.
4. Arrange a random paragraph
into a cohesive paragraph
5. Teacher gives assessment
6. The teacher and the students
checks the students work
together

Confirmation
40

40

6. The teacher and the students
checks the students work
together

Confirmation
1. The teacher gives comments
about the students work
2. The teacher motivates the
students to learn about the
learning materials
1. The teacher gives comments
about the students work
2. The teacher motivates the
students to learn about the
learning materials

Sixth meeting
Exploration
1. Reviewing vocabulary and
grammar has been learned
(guessing game using flash
cards)
2. The teacher asks students to
match and fill the blank
vocabulary (matching game and
whats missing activity)
3. Elaboration
1. Do various tasks to reinforce
vocabulary and grammar has
been learned.
2. Make sentences using the
vocabulary and grammar has
Sixth meeting
Exploration
1. Reviewing vocabulary and
grammar has been learned
2. The teacher asks students to
write some vocabulary that
their memorized

Elaboration
1. Do various tasks to reinforce
vocabulary and grammar has
been learned.
2. Make sentences using the
vocabulary and grammar has
been learned
3. Random sentences into
41

41

been learned
3. Random sentences into
coherent paragraphs
4. Random sentences into
coherent paragraphs
5. Individually make sentences
based on a picture
6. Individually compose and
write simple descriptive text
Confirmation
1. The teacher gives comments
about the students work
2. The teacher motivates the
students to learn about the
learning materials
coherent paragraphs
4. Random sentences into
coherent paragraphs
5. Individually make sentences
based on a picture
6. Individually compose and
write simple descriptive text
Confirmation
1. The teacher gives comments
about the students work
2. The teacher motivates the
students to learn about the
learning materials


D. Instrument of the Study
This research uses the test as instrument. Test is a short examination of
knowledge or ability, consisting of questions that must be answered.
42

Instrument of the study was very needed in the research. It was because the
instrument was tool to get the data of study, the data was the important things to help

42
Hornby, AS.,Oxford Advanced Learners Dictionary, New York: Oxford University
Press,1984,p. 1233.
42

42

the writer in answering the problem of the study and also to prove the hypotheses. It
was to measure the effectiveness of using Flash Card teaching English toward the
students score of the Eight Grade students at MTS Darul Amin Plangka Raya. There
was one instrument that used in the study to get the data, as follow:
1. Test
Test may be primarily as devices to reinforce learning and to motivate
students or primarily as a means of assessing the students performance the
language.
43
Brown state that a test is a method of measuring a persons ability or
knowledge in a given domain.
44

The writer gave the test instrument. First try out for class VIII C on
Monday, January 20
th
2014 period 11.50-12.30, which followed by 21 students.
Second pre- test for experimental class VIII A was held on Wednesday January 22
th

2014 period 06.30-07.10,which followed by 20.Then the writer gave pre-test for
control group class VIII B. was held on Friday January 24
th
2014 period 07.50-08.30,
which followed by 21. Last the writer gave post-test for control class VIII B. on
Tuesday March 11
st
2014 period 07.50-08.30 which followed by 21 Then the writer
gave post-test for experiment class VIII A. on Wednesday March 12
st
2014 period
06.30-07.10. The time allocation of each test process 60 minutes.

43
J.B. Heaton, language Testing, Longman, 1987, p.1.
44
H. Douglas Brown, teaching by Principles..p.384.
43

43

Related to the study, to get data for measure students ability in vocabulary
mastery. the test was construction in the multiple choice form which consists of 50
items.
E. Instrument Try Out
Instrumentation try out is used to identify whether the instrument can be
used to find out the effect of flash cards to the results of the try out serve and
important evaluation for the writer to consider what items were valid or not, the test
were reliable or not, equal with the colored pictures give to the students. It is also to
find which items were considered to be revised and to measure time allocation for the
data collecting.
The writer gave the instrument try-out test to the VIII C class of the eight
grade students at MTS Darul Amin. The writer held first try out VIII C class. The
total item of try out test 50 question. The time allocation of each try out process 60
minutes.
These are the procedures that in carrying out the try out:
a. Preparing the instrument.
b. Showing to the students how they must do with the test of try out.
c. Giving the test items to the students.
d. Collecting to the students works.
e. Scoring the students works.
f. Calculating the result of the test using formula.
44

44

g. Analyzing the result of the test and enter to the table.
h. The writer analyzed the data obtained to know the instrument validity and
instrument reliability.
i. If the result is valid, it means that the test item as the instrument of this
study are suitable to be given.
1. Instrument Validity
The validity of a test is the extent to which it measures what is supposed to
measure and nothing else.
45
An instrument is considered being a good one if it meets
some requirement. One of them is validity.
Validity on this study is distinguish into some kinds as follows:
b. Construct Validity
Construct validity is type of validity which assumes the existence of certain
learning theories or constructs underlying the acquisition of abilities and skills. Since
the type of test was vocabulary test, the form of test was Multiple Choice. In this
case, the test was a written test in order to measure the students vocabulary
mastery.
46

c. Content validity
According to Gronlund content validity is the process of determining the
extent to which a set of test tasks provides relevant and representative sample of the

45
J.B. Heaton, Writing English Language Test, p. 153.
46
J.B Heaton, Language Testing, (Published Test, May 1989), p.155
45

45

domain of tasks under consideration.
47
To fulfil the content validity, the test content
is directly related with what have been taught to the student that have two ways
namely using flash cards and without flash cards .
Table 3.6
Specification of Content Validity
Experiment Indicator of test Type of test Total question
Flash Cards Completing
missing words
Completion 50 items to each student

Based on the explain above, in making the test the writer tried to match each
of the items test with the curriculum that was used by Mts Darul Amin Palangka
Raya. The purpose was in order to make the test was appropriate with the lesson that
the students accept in the moment when the research is done.
To measure the validity of the instrument, the writer used the formulation of
Product Moment by Person as follow:
48

xy
r =






2 2 2 2
Y Y N X X N
Y X XY N

Where :
Rxy : The coefficient of correlation
X : Total Value of score X
Y : Total Value of score Y

47
Ibid, p. 83.
48
Riduan,2004, Metode dan Teknik Menyusun Tesis, Bandung:alfabetap.110
46

46

XY : Multiplication Result Between Score X and Y
N : Number of students

Furthermore, it was calculate using Test-t calculation below:
t
observed =


Where :
t = the value of t
observed
r = The coefficient of correlation of the result of r
observed
n = Number of students

The distribution of t
table
at alpha 5% and the degree of freedom (n-2) with the
measurement of validity using this criteria:

t
observed >
t
table =
Valid
t
observed <
t
table
= Invalid

To know the validity level of the instrument, the reslt of the test was
interpreted to the criteria or the correlation index as follow :
0,800 1,00 = Very High Validity
0,600 0,799 = High Validity
0,400 0,599 = Fair Validity
0,200 0,399 = Poor Validity
47

47

0,00 0,199 = Very Poor Validity
49

2. Instrument Reliability
Reli bility is a necessary characteristic of any good test; for it to be valid at
all, a test must first be reliable as a measuring instrument.
50
The reliability of the
whole test can be estimated by using this formula of Kuder and Richard:
51

11=


Where :
r
11 :
Koefisien reliability internal seluruh item
K : Banyaknya Item
S
:
Standar deviasi
X :Mean (rata total skor)
The last decided is comparing the value of
11
and
t

11 >
table = Reliable

11 <
table = Not Reliable

Reliability Statistics
Cronbachs
Alpha
N of Items
0.923 50

49
Ibid, p.154.
50
J.B Heaton, Language Testing, (Published Test, May 1989),p.155.
51
Riduwa, Metode dan Teknik Menyusun Tesis (Bandung:Alfabeta,2010), P.120.

48

48

To know the level of reliability of instrument, the value of
11
is interpreted
based on the qualification of reliability as follow:
0.800 1.000 : Very High Reliability
0.600 0.799 : High Reliability
0.400 0.599 : Fair Reliability
0.200 0.399 : Poor Reliability
0.000 0.199 : Very Poor Reliability

From the measurement of instrument try out reliability it is know that the
whole numbers of test items are reliable and can be used as the instrument of the
study.
1. The writer determined the class into experimental group and control group.
2. The writer gave pre-test to the experimental group and control group.
Lynch state: pre-test plays a crucial role; it is use to attempt a statistical
adjustment of potential preexisting differences between the program and control
group.
52

a. The writer taught the experimental group using flash card.
b. The writer taught the control group using conventional teaching.
c. The writer give post-test to experimental group and control group.
d. The writer give score to the data from experimental group and control group.
e. The writer analyzed the obtain data from pre-test and post-test using t-test.
f. The writer interpreted the analysis result.

52
Brian K. Lynch, Language Program Evaluation: Theory nd Practice, (Cambridge:
University Press, 1996),p.76.
49

49

g. The writer conclude the activity of the study whether the use of flash card to
teach vocabulary gives effect or not to the students vocabulary mastery score.
h. The writer discussed about the conclusion
3. Index of Difficulty
The index of difficulty (or the facility value) of an item simply shows how
easy or difficult the particular item proved in the test.
53
To know the level of difficult
of test, the writer will use the formula as follows:
F.V =


Where:
F.V = Facility value / level of difficulty
R = Number of the student who get the right answer
N = The total of students.
To interpret the index of difficult, it used Robert L. Thorndike and Elizabeth
Hagens interpretation.
54

The result of formula above is connected the F.V value below:
FV = 0.00 0.30 = Difficult
0.31 0.70 = Fair
0.71 1.00 = Easy
55


53
Anas Sujono, Pengantar Evaluasi Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2013,
p. 172.
54
Anas Sudijo. Pengantar Statistik Pendidikan.2000, Jakarta:Ciputat Pres.P.372
50

50

Scoring Method
To give score the students test result is done by using the formula :
Score =

100%
B= Frequency of the correct answer
N= Number of test items
F. The Data Analysis Procedure
Analysis of data is a process of inspecting, cleaning, transforming, and
modeling data with the goal of highlighting useful information, suggesting
conclusions, and supporting decision making. Data analysis has multiple facets and
approaches, encompassing diverse techniques under a variety of names, in different
business, science, and social science domains.
56

Data analysis procedures to determine the validity of the data, it is needed
checking technique of the data. The steps are used to analyze the quantitative data
(Miles and Huberman)
57

The writer did some procedures in the data analysis. They were:
1. The writer collected the obtain scores.
2. The writer arranged the obtain scores into the distribution of frequencyof
scores table.

55
Ibid, p. 253.
56
Kohlbacher, Florian. The Use of Qualitative Content Analysis in Case Study Research,
2005, Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Art. 21, nbn-
resolving. P, 1
57
Adr, H.J.and G.J. Mellenbergh, The main analysis phase, The Netherlands: Johannes van
Kessel Publishing. 2008. P, 333-356.
51

51

3. The writer calculated the mean, median, modus, standard deviation,
andstandard error of variable X1 from the experimental group.
4. The writer calculated the mean, median, modus, standard deviation,
andstandard error of variable X2 from the control group.
5. The writer calculated the standard error for the difference mean
betweenvariable X1 and X2.
6. The writer used t
test
to answer the problem of the study, whether therewas
difference on students scores in writing narrative text between using audio
visual media and without using audiovisual media,with the formula:



Where:
Mx
1
Mx
2
: Differentiation of Two Means.
SEmx
1
mx
2
: The Standard Error of the Difference between TwoMeans.
With the criteria:
If t
test
> t
table
= Ha is accepted and Ho is rejected.
If t
test
< t
table
= Ha is rejected and Ho is accepted.
The writer used the level of significance at 1% and 5%. If the result of t
test
is
higher than t
table
, Ha is accepted but if the result of t
test
is lower than t
table
, Ho is
accepted.
52

52

7. The writer used SPSS 17.0 after using t
test
to answer the problem of
thestudy, whether there was difference on students scores inwriting narrative
text between using audiovisual media and without using audiovisual media.
8. The writer calculated the degree of freedom with formula:
58

df = (N1 + N2 - 2)
Where:
df : Degree of Freedom
N1 and N2 : Number of Cases
9. The writer determined the level of significant of t
observed
by
comparingthe t
observed
with the t
table
.
10. The writer interpreted the result of the data analysis.
11. The writer discussed to clarify the research findings. The results of the
analysis data are shown in Chapter I








58
Anas Sudijono, Pengantar Statistik Pendidikan, p. 330
53

53

CHAPTER IV
RESULT OF THE STUDY AND DISCUSSION

In this chapter, the writer presented the data which had been collected from
the research in the field of study. The data were the result of observation, the result of
pretest posttest of experiment group and control group, the result of data analysis
and discussion.
1. The Result of Pretest Posttest of Experimental Group and Control Group
In this section, it would be described the obtained data of improvement the
students vocabulary scores after and before taught by using flash card. The presented
data consisted of Mean, Median, Modus, Standard Deviation, Standard Error, and the
figure.
2. Distribution of Pre- Test Score of the Experimental Group
The test scores of experimental group were presented in the following table.
Table 4.1 The Description of Pre- Test Score of the Data Achieved by the
Students in Experimental Group
CODE SCORE
E01 35
E02 29
E03 23
54

54

E04 27
E05 29
E06 28
E07 23
E08 33
E09 36
E10 12
E11 26
E12 33
E13 22
E14 34
E15 29
E16 21
E17 32
E18 22
E19 20
E20 22

Based on the data above, it can be seen that the students highest score was
36 and the students lowest score was 12. However, based on the Standard Evaluation
55

55

of English Subject, there were 14 students who failed since they got fewer than 32. It
meant that, most students still did not master about vocabulary.
Table 4.2 The Frequency Distribution of Pre-Test score of the
Experiment Class
No

Score
(X)
Frequency
(F)
FX

1 36 1 36
2 35 1 35
3 34 1 34
4 33 2 66
5 29 3 87
6 28 1 28
7 27 1 27
8 26 1 26
9 23 2 46
10 22 3 66
11 21 1 21
12 20 1 20
13 12 1 12
Total F= 19 P=504

The distribution of students pretest scores can also be seen in the following
figure.
56

56


Figure 4.1 Histogramof Frequency Distribution of PreTest Scores for
Experimental Group
The table and figure above showed the students pretest scores of the
experimental group. It could be seen that there was one student who got score 12.
There was one students who got score 20. There was one students who got score 21.
There were three students who got score 22. There were two students who got score
23. There was one students who got score 26. There was one students who got score
27. There was one student who got score 28. There were three students who got score
29. There were three students who got score 33. There was one students who got
score 34. There was one students who got score 35. In this case, many students got
score under 36.
The next step, the writer tabulated the score into the table for the calculation
mean, median and modus as follows.
0
0.5
1
1.5
2
2.5
3
36 35 34 33 29 28 27 26 23 22 21 20 12
F
r
e
q
u
e
n
c
y

Score
The Frequency Distribution of Pre Test Scores of
Experimental Group
57

57

Table 4.3TheTable for Calculating Mean of Pre-Test Scores for
Experimental Group
No Score Frequency
(F)

FX Fka Fkb
1 36 1 36 1 19
2 35 1 35 2 18
3 34 1 34 3 17
4 33 2 66 5 16
5 29 3 87 8 14
6 28 1 28 9 11
7 27 1 27 10 10
8 26 1 26 11 9
9 23 2 46 13 8
10 22 3 66 16 6
11 21 1 21 1 3
12 20 1 20 18 2
13 12 1 12 19 1
Total F= 19 FX=504

58

58

a. Mean
M =


M =


M =26.52
The calculation above showed of mean was 26.52
The last step, the writer tabulated the scores of pre test of experimental
group into the table for the calculation of standard deviation and the standard error as
follows:
Table 4.4 The Table for Calculating Standard Deviation and Standard
Error of PreTest Scores of Experimental group.
Score
(X)
Frequenc
y(F)
FX X X
2
FX
2
36 1 36 -468 219.024 219.024
35 1 35 -469 219.961 219.961
34 1 34 -470 220.900 220.900
33 2 66 -471 221.841 443.682
29 3 87 -475 225.625 676.875
28 1 28 -476 226.576 226.576
27 1 27 -477 227.529 227.529
59

59

26 1 26 -478 228.484 228.484
23 2 46 -481 231.361 462.722
22 3 66 -482 232.324 696.972
21 1 21 -483 233.289 233.289
20 1 20 -484 234.256 234.256
12 1 12 -492 242.064 242.064
Total F= 19 FX=
504
Fx
2
=4332.334

The table above used for calculate standard deviation and standard error by
calculate standard deviation first. The process of calculation used formula below:
a. Standard Deviation
SD
1
=


SD
1
=


SD
1
=

SD
1
= 15.10
b. Standard Error




60

60

SE
m1
=


SE
m1
=


SE
m1
=


SE
m1
= 3.559
The result of calculation showed the standard deviations of pre test scores of
experimental group was 15.10 and the standard error of pre test scores of
experimental group was 3.559.
2. Distribution of Pre Test Score of Control Group
The pre test scores of the control group were presented in the following
table.
Table 4.5 TheDescription of PreTest Scores of the Data Achieved by the
Students in Control Group
CODE SCORE
E01 24
E02 38
E03 33
E04 22
E05 33
61

61


















Based on the data above, it can be seen that the students highest score was
42 and the students lowest score was 17. However, based on the Standard Evaluation
E06 25
E07 34
E08 27
E09 19
E10 27
E11 31
E12 17
E13 26
E14 42
E15 18
E16 21
E17 34
E18 26
E19 31
E20 40
E21 33
62

62

of English Subject, there were students who failed since they got fewer than 40. It
meant that, most students still did not master about vocabulary.
Table 4.6 Frequency Distribution of PreTest Scores for Control Group
No
Score
(X)
Frequency
(X)
FX
1 42 1 42
2 40 1 40
3 38 1 38
4 34 2 68
5 33 3 99
6 31 2 62
7 27 2 54
8 26 2 52
9 25 1 25
10 24 1 24
11 22 1 22
12 21 1 21
13 19 1 19
14 18 1 18
63

63

15 17 1 17
Total
F= 21

P= 601


The distribution of students pretest score can also be seen in the following
figure.

Figure 4.2 Histogramof Frequency Distribution of PreTest Scores for
Control Group
The table and the figure showed the pretest scores of students in control
group. It could be seen that there was one students who got score 17. There was one
student who got score 18. There was one student who got score 19. There was one
students who got score 21. There was one students who got score 22. There was one
students who got score 24. There was one students who got score 25. There were two
0
0.5
1
1.5
2
2.5
3
42 40 38 34 33 31 27 26 25 24 22 21 19 18 17
F
r
e
q
u
e
n
c
y

Score
The Frequency Distribution of Pre Test Scores of
Control Group
64

64

students who got score 26. There were two students who got score 27. There were
two student who got score 31. There were three student who got score 33. There were
two students who got score 34. There was one students who got score 38. There was
one students who got score 40. In this case, many students got score under 42.
The next step, the writer tabulated the scores into the table for the calculation
mean, median and modus as follows:
Table 4.7 TheTable for Calculating Mean of PreTest Scores for Control
Group
No Score Frequency
(x)
FX Fka Fkb
1 42 1 42 1 21
2 40 1 40 2 20
3 38 1 38 3 1
4 34 2 68 5 18
5 33 3 99 8 16
6 31 2 62 10 13
7 27 2 54 12 11
8 26 2 52 14 9
9 25 1 25 15 7
10 24 1 24 16 6
11 22 1 22 17 5
12 21 1 21 18 4
13 19 1 19 19 3
14 18 1 18 20 2
65

65

15 17 1 17 21 1
Total F= 21

FX= 601


a. Mean
M =


M =


M = 28.61
Based on the result of calculation, it was found that the mean score of pretest
scores in control group was 28.61
The last step, the writer tabulated the scores of pretest of controlgroup into
the table for the calculation of standard deviation and the standard error as follows:
Table 4.8 The Table for Calculating Standard Deviation and Standard
Error of PreTest Scores of Control Group.
Score
(X)
Frequency
(F)
FX X X
2
Fx
2

42 1 42 -559 312.481 312.481
40 1 40 -561 314.721 314.721
38 1 38 -563 316.969 316.969
34 2 68 -567 321.489 642.978
66

66

33 3 99 -568 322.624 967.872
31 2 62 -570 324.900 649.800
27 2 54 -574 329.476 658.952
26 2 52 -575 330.625 661.250
25 1 25 -576 331.776 331.776
24 1 24 -577 332.929 332.929
22 1 22 -579 335.241 335.241
21 1 21 -580 336.400 336.400
19 1 19 -582 338.724 338.724
18 1 18 -583 339.889 339.889
17 1 17 -584 341.056 341.056
F= 21

P=601

Fx
2
=6881.038

The table above used for calculate standard deviation and standard error by
calculate standard deviation first. The process of calculation used formula below:
a. Standard Deviation
SD
2
=


67

67

SD
2
=


SD
2
=

SD
2
= 18.10
b. Standard Error




SE
m2
=


SE
m2
=


SE
m2
=


SE
m2
= 4.047
The result of calculation showed the standard deviation of pretest scores of
control group was 18.104and the standard error of pretest scores of control group was
4.047
3. Distribution of Post Test Scores in Experimental Group
The posttest scores of the experimental group were presented by the
following table


68

68

Table 4.9TheDescription of Post-Test Scores the Data Achieved by the
Students in Experimental Group















Based on the data above, it can be seen that the students highest score was 41
and the students lowest score was 27. However, based on the Standard Evaluation of
CODE SCORE
E01 40
E02 34
E03 32
E04 32
E05 31
E06 40
E07 33
E08 36
E09 41
E10 27
E11 35
E12 36
E13 32
E14 35
E15 32
E16 30
E17 36
E18 40
E19 30
E20 34
69

69

English Subject, there were students who failed since they got fewer than 40. It
meant that, most students still did not master about vocabulary.
Table 4.10 Frequency Distribution of Post-Test Scores for
Experimental Group

No
Score
(X)
Frequency
(F)
FX
1 41 1 41
2 40 3 120
3 36 3 108
4 35 2 70
5 34 2 68
6 33 1 33
7 32 4 128
8 31 1 31
9 30 2 60
10 27 1 27
Total F= 20 FX=686

The distribution of students pretest scores can also be seen in the following
figure.
70

70


Figure 4.3 Histogram of Frequency Distribution of Post-Test Scores for
Experimental Group
The table and figure above showed the post test score of students in
Experiment group. It could be seen that there was one student who got score 27.
There were two students who got score 30. There was one students who got score 31.
There were four student who got score 32. There was one students who got score 33.
There were two students who got 34. There were two students who got 35. There
were three student who got score 36. There were three student who got score 40. In
this case, many students got score upper to 41.
The next step, the writer tabulated the score into the table for the calculation
of mean, median, modus as follows:
Table 4.11 The Table for Calculating Mean of Post-Test Scores for
Experimental Group
0
0.5
1
1.5
2
2.5
3
3.5
4
41 40 36 35 34 33 32 31 30 27
F
r
e
q
u
e
n
c
y

Score
The Frequency Distribution of Pre Test Scores of
Control Group
71

71

No
Score
(X)
Frequency
(F)
FX Fka Fkb
1 41 1 41 1 20
2 40 3 120 4 19
3 36 3 108 7 16
4 35 2 70 9 13
5 34 2 68 11 11
6 33 1 33 12 9
7 32 4 128 16 8
8 31 1 31 17 4
9 30 2 60 19 3
10 27 1 27 20 1
Total F= 20 FX=686

a. Mean
M =


M =


M = 34.3
Based on the result of calculation, it was found that the mean scores of
posttest of the experimental group was 34.3. The last step, the writer tabulated the
scores of post test of Experimental group into the table for the calculation of standard
deviation and the last standard error as follows:
72

72

Table 4.12 TheTable for Calculation Standard Deviation and Standard
Error of Post-Test Scores of Experimental Group
Score
(X)
Frequency
(F)
FX X X
2
FX
2
41 1 41 -645 416.025 416.025
40 3 120 -646 417.316 1.251.948
36 3 108 -650 422.500 1.267.500
35 2 70 -651 423.801 847.602
34 2 68 -652 425.104 850.208
33 1 33 -653 426.409 426.409
32 4 128 -654 427.716 1.710.864
31 1 31 -655 429.025 429.025
30 2 60 -656 430.336 860.672
27 1 27 -659 434.281 434.281
Total F= 20
F
X=6
86
FX
2
=
4264.222

73

73

The table above used for calculate standard deviation and standard error by
calculate standard deviation first. The process of calculation used formula below:
a. Standard Deviation
SD
3
=


SD
3
=
4264222



SD
3
=


SD
3
= 14.60

b. Standard Error




SE
m3
=


SE
m3
=


SE
m3
=


SE
m3
=3.350
The result of calculation showed the standard deviation of post test score of
experimental group was 14.60 and the standard error of post test score of
experimental group was 3.350.
74

74

The writer also calculated the data calculation of post test scores in
experimental group using SPSS 17.0 program. The result of statistic table is as
follows:
Table 4.13 The Frequency Distribution of Post Test Scores in
Experimental Group Using SPSS 17.0 Program

Nilai

Frequency Percent Valid Percent
Cumulative
Percent
Valid 27 1 5.0 5.0 5.0
30 2 10.0 10.0 15.0
31 1 5.0 5.0 20.0
32 4 20.0 20.0 40.0
33 1 5.0 5.0 45.0
34 2 10.0 10.0 55.0
35 2 10.0 10.0 65.0
36 3 15.0 15.0 80.0
40 3 15.0 15.0 95.0
41 1 5.0 5.0 100.0
Total 20 100.0 100.0
The table above showed the result of post test scores achieved by
theexperimental group using SPSS 17.0 program. It could be seen that there weas one
students who got 27 (5.0%). Two students who got 30 (10.0%). One students who got
score 31 (5.0%). Four students who got score 32(20.0%). One students who got score
75

75

33 (5.0%). Two students who got score 34(10.0%). Two student whogot score 35
(10.0%).Three students who got score 36 (15.0%). Threestudents who got 40
(15.0%). One students who got score 41(5.0%).
The next step, the writer calculated the scores of mean, median,
mode,standard deviation, and standard error of mean of post test in experimental
group using SPSS as follows
Table 4.14 The Table of Calculation of Mean, Standard Deviation,
andStandard Error of Mean of Post Test Scores in Experimental
Group Using SPSS 17.0 Program
Statistics

N Valid 20
Missing 0
Mean 34.3000
Std. Error of Mean 85255
Median 34.0000
Mode 32.00
Std. Deviation 3.81272
Range 14.00
Minimum 27.00
Maximum 41.00
Sum 686.00

76

76

The table showed the result of mean calculation was 34.3000. The result of
standard deviation was 3.81272 and the result of standard error of mean calculation
was 85255.
Table 4.15 TheDescription of PostTest Scores of the Data Achieved by
the Students in Control Group
CODE SCORE
E01 21
E02 22
E03 24
E04 27
E05 29
E06 18
E07 22
E08 23
E09 13
E10 23
E11 19
E12 21
E13 26
E14 26
E15 18
E16 21
E17 22
E18 19
E19 26
E20 22
77

77


The post test scores of the control group were presented by the following
table.
Based on the data above, it can be seen that the students highest score was
29 and the students lowest score was 13. However, based on the Standard Evaluation
of English Subject, there were students who failed since they got fewer than 24. It
meant that, most students still did not master about vocabulary.
Table 4.16 Frequency Distribution of Post-Test Scores forControl
Group

No
.
Score
(X)
Frequen
cy (F)
FX
1 29 2 58
2 27 1 27
3 26 3 78
4 25 1 25
5 24 1 24
6 23 2 46
7 22 3 66
8 21 3 63
9 19 2 38
10 18 2 36
11 13 1 13
F= 21
FX=
474
E21 29
78

78

The distribution of students post test scores can also be seen in the
following figure.

Figure 4.4 Histogram ofFrequency Distribution of PostTest Scoresfor
Control Group
The table and the figure showed the post test score of students in control group.
It can be seen that there was one student who got score 13. There were two students
who got score 18. There were two students who got score 19. There were three
students who got score 21. There were three students who got score 22. There were
two students who got 23. There was one students who got 24. There was one students
who got 25. There were three students who got 26. There was one students who
got27. In this case, many students got score upper to 29.
The next step, the writer tabulated the score into the table for the calculation of
mean, median, and modus as follows:
0
0.5
1
1.5
2
2.5
3
29 27 26 25 24 23 22 21 19 18 13
F
r
e
q
u
e
n
c
y

Score
The Frequency Distribution of Post Test Scores of
Control Group
79

79

Table 4.17.TheTable for Calculating Mean of PostTest Scoresfor Control
Group
No
Score
(X)
Frequency
(F)
FX Fka Fkb
1 29 2 58 2 21
2 27 1 27 3 19
3 26 3 78 6 18
4 25 1 25 7 15
5 24 1 24 8 14
6 23 2 46 10 13
7 22 3 66 13 11
8 21 3 63 16 8
9 19 2 38 18 5
10 18 2 36 20 3
11 13 1 13 21 1

F=
21
FX=474


a. Mean
M =


M =


M = 22.57
80

80

The calculated above showed themean scores of posttest control group was
22.57.
The last step the writer tabulated the scores of post test of control group into the
table for the calculation of standard deviation and the standard error as follows:
Table 4.18.The Table for Calculating Standard Deviation and Standard
Error of Post-Test Scores of Control Group.
Score
(X)
Frequency
(F)
FX X X
2
FX
2
29 2 58 -29 841 1.682
27 1 27 0 0 0
26 3 78 -52 -52 8.112
25 1 25 0 0 0
24 1 24 0 0 0
23 2 46 -23 529 1.058
22 3 66 -44 1.936 5.808
21 3 63 -42 1.764 5.292
19 2 38 -19 361 722
18 2 36 -18 324 648
13 1 13 0 0 0

F=
21
FX=
474

Fx
2
=
1391.95

The table above used for calculate standard deviation and standard error by
calculate mean first. The process of calculation used formula below:
81

81

a. Standard Deviation
SD
4
=


SD
4
=


SD
4
=

SD
4
= 8.158
b. Standard Error




SE
m4
=


SE
m4
=


SE
m4
=


SE
m1
= 1.824
The result of calculation showed the standard deviation of post test scores of
control group was 8.158 and standard error of post test scores of control group was
1.824.
82

82

The writer also calculated the data calculation of post test scores in control
group using SPSS 17.0 program. The result of statistic table is as follows:
Table 4.19 TheFrequency Distribution of Post Test Scores in Control
Group Using SPSS 17.0 Program
Nilai
Frequency Percent Valid Percent
Cumulative
Percent
Valid
13 1 4.8 4.8 4.8
18 2 9.5 9.5 14.3
19 2 9.5 9.5 23.8
21 3 14.3 14.3 38.1
22 4 19.0 19.0 57.1
23 2 9.5 9.5 66.7
24 1 4.8 4.8 71.4
26 3 14.3 14.3 85.7
27 1 4.8 4.8 90.5
29 2 9.5 9.5 100.0
Total 21 100.0 100.0

The table above showed the result of post test scores achieved by
theexperimental group using SPSS 17.0 program. It could be seen that there was one
student who got 13 (4.8%). Two students who got 18 (9.5%). Two students who got
score 19 (9.5%). Three students who got score 21 (14.3%). Four students who got
83

83

score 22 (19.0%). Two students who got score 23 (9.5%).One students whogot score
24 (4.8%). Three students who got score 26 (14.3%). One student who got 27(4.8%).
Two students who got score 29 (9.5%).
The next step, the writer calculated the scores of mean, median, mode,standard
deviation, and standard error of mean of post test in experimental group using SPSS
as follows.
Table 4.20 The Table of Calculation of Mean, Standard Deviation,
andStandard Error of Mean of Post Test Scores in ControlGroup
Using SPSS 17.0 Program
Statistics

N Valid 21
Missing 0
Mean 22.4286
Std. Error of Mean .85516
Median 22.0000
Mode 22.00
Std. Deviation 3.91882
Range 16.00
Minimum 13.00
Maximum 29.00
Sum 471.00

84

84

The table showed the result of mean calculation was 22.4286. The result of
standard deviation was 3.91882 and the result of standard error of mean calculation
was 8.5516.
B. Result of Data Analysis
a. Testing Hypothesis Using t
test

The writer chose the level of significance in 5%, it mean that the level of
significance of the refusal null hypothesis in 5%. The writer decided the level of
significance at 5% due to the hypothesis type stated on non-directional (two-tailed
test).It meant that the hypothesis cannot directly the prediction of alternative
hypothesis.
To test the hypothesis of the study, the writer used t-test statistical
calculation. First, the writer calculated the standard deviation and the standard error
of X
1
and X
2
. It was found the standard deviation and the standard error of post test of
X
1
and X
2
at the previous data presentation. It could be seen inthis following table:
Table 4.21TheStandard Deviation and Standard Error of X
1
and X
2
Variable The Standard Deviation The Standard Error
X
1
14.60

3.350

X
2
8.158

1.824


85

85

Where :
X
1
= Experimental Group
X
2
= Control Group
The table showed the result of the standard deviation calculation of X
1
was
14.60 and the result of the standard error mean calculation was 3.350. The result of
the standard deviation calculation of X
2
was 8.158 and the result of the standard error
calculation was 1.824.
The next step, the writer calculated the standard error of the differences
mean between X
1
and X
2
as follows:
Standard Error of the DifferenceMean scores between Variable I and Variable II:
SE
M1
- SE
M2
=


SE
M1
- SE
M2
=


SE
M1
- SE
M2
=
SE
M1
- SE
M2
=
SE
M1
- SE
M2
= 3.814377538
= 3.814
86

86

The calculation above showed the standard error of the differences mean
between X
1
and X
2
was3.814. Then, it was inserted to the t
o
formula to get the value
of t
observed
as follows:
t
o
=


t
o
=


t
o
=


t
o
= 3.075
With the criteria:
If t
test
(t
observed
) t
table
,Ha is accepted and Ho is rejected.
If t
test
(t
observed
) <t
table
, Ha is rejected and Ho is accepted.
Then, the writer interpreted the result of t
test
. Previously, the writer accounted
the degree of freedom (df) with the formula:
Df = (N
1
+ N
2
) - 2
= (20 + 21) 2 = 39
5% t
o
1%
2.042 <3.075> 2.750

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The writer chose the level of significance in 5%; it means that the level of
significance of the refusal null hypothesis in 5%. The writer decided the level of
significance at 5% due to the hypothesis typed stated on non-directional (two-tailed
test). It meant that the hypothesis cannot direct the prediction of alternative
hypothesis.
The calculation above showed the result of t
test
calculation as in the table
follows:
Table 4.22 The Result of t
test
Variable t
observed

t
table

Df/db
5% 1%
X
1
-X
2
3.075 2.042 2.750 39

Where:
X1 = Experimental Group
X2 = Control Group
t
observed
= The Calculated Value
t
table
= The Distribution of t value
Df/db = Degree of Freedom
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Based on the result of hypothesis test calculation, it was found that the value
of t
observed
was greater than the value of t
table
at the level of significance in 5% or 1%
that was 2.042<3.075>2.750. It meant Ha was accepted and Ho was rejected.
It could be interpreted based on the result of calculation that H
a
stating that
English of flash cards gives effect on the students vocabulary score was accepted and
H
o
stating that English of flash cards does not give effect on the students vocabulary
score was rejected. It means that teaching vocabulary using flash cards gave
significant effect on the students vocabulary score of the eihgt grade students at MTs
Darul Amin Palangka Raya.
C. Testing Hypothesis Using SPSS 17.0
The writer also applied SPSS 17.0 program to calculated t
test
in testing
hypothesis of the study. The result of t
test
using SPSS 17.0 was used to support the
manual calculation of the t
test
. The result of the t
test
using SPSS 17.0 program could be
seen as follows:
Table 4.23 Standard Deviation and Standard Error of X
1
andX
2
Group
Statistics
Group Statistics

Class N Mean
Std.
Deviation
Std. Error
Mean
Score X
1
20 26.80 6.161 1.378
X
2
21 28.62 7.138 1.558
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The table showed the result of the standard deviation calculation of X
1
was
6.161 and the result of the standard error mean calculation was1.378. The result of the
standard deviation calculation of X
2
was 7.138 and the standard error mean
calculation was 1.558.
Table 4.24 The Calculation t
test
Using SPSS 17.0 Independent Samples Test
Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Differen
ce
Std.
Error
Differen
ce
95%
Confidence
Interval of the
Difference
Lower Upper
Score Equal
varian
ces
assum
ed
763 388 -872 39 389 -1.819 2.087 -6.040 2.402
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Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Differen
ce
Std.
Error
Differen
ce
95%
Confidence
Interval of the
Difference
Lower Upper
Score Equal
varian
ces
assum
ed
763 388 -872 39 389 -1.819 2.087 -6.040 2.402
Equal
varian
ces
not
assum
ed

-875 38.640 387 -1.819 2.087 -6.026 2.388
The table showed the result of t
test
calculation using SPSS 17.0 program.
Since the result of post test between experimental and control group had difference
scores of variance, it found that the result of t
observed
was -872,the result of mean
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difference between experimental and control group was-1.819, and the standard error
difference between experimental and control group was 2.087.
To examine the truth or the false of null hypothesis stating that Flash Cards
does not give effect on the students vocabulary score, the result of t-test was
interpreted on the result of degree of freedom to get the t
able.
The result of degree of
freedom (df) was 39, it found from total number of the students in both group minus
2. The following table was the result of t
observed
and t
able
from 39 df at 5% and 1%
significance level.
Table 4.25 The Result of T-Test using SPSS 17.0
Variable t
observed

t
table

Df/db
5% 1%
X
1
-X
2
3.075 2.042 2.750 39

The interpretation of the result of t-test using SPSS 17.0 program, it was
found the t observe was greater than the t table at 1% and 5% significance level or
2.042<3.639>2.750. It means that H
a
was accepted and H
O
was rejected
.

It could be interpreted based on the result of calculation H
a
stating that Flash
cards does not give effect on the students vocabulary score was accepted and H
o
stating that Flash cards does not give effect on the students vocabulary score was
rejected. It means that teaching vocabulary with Flash cards gave significant effect on
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the students vocabulary score of the right grade students at MTs Darul Amin
Palangka Raya.
D. Discussions
In teaching learning process,the writer takes two groups as the participant of
the study, the first group where implemented the flash cards and the second group as
control group who are taught by using conventional method which is used by the
teacher using the book and explain accord with the existing topics in the text book.
English vocabulary mastery by using Flash cards is a tool using by the teacher to
teach the students. Flash cards approach can make a good interaction between teacher
and students. Flash cards focuses in particular on two characteristics of first language
acquisition. From the result of analysis, it can be seen from the score of students how
the use of media giving positive effects for students vocabulary. It meant media has
important role in teaching learning process.
The results supported by theory about the reasons why teaching media could
increase students learning process. The first reason is about the advantage of media
in learning process, such as: teaching process will be more interesting; the materials
clearly in meaning; the teaching method will be more variety, not only verbal
communication by the teacher; students will do more learning activity, because not
only listen the teachers explanation but also other activity like observe, make
something, demonstration, etc. The second reasons is about how the level of student
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thinking. Level of human thinking is follow the developments of human begin from
the concrete to the abstract, from the simple thinking to the complex. By teaching
media make the abstract thing to be concrete and make the complex thing to be
simple.
From the data above, it can be known that teaching vocabulary by using
Flash cards as the media of learning process give significant effects in improving
students English vocabulary. The students more interested to receive vocabulary
using Flash cards. So, the research of improving students English vocabulary by
using Flash cards as media is balanced with the theory.. The theory was support the
use of Flash cards as media in learning process and suitable with the condition of the
eight grade students. Through the use of flashcards in each activity, there was an
improvement of the students motivations in learning. It coul be seen from the
students interest in teaching- learning process which was higher. They also paid
more to the teachers explanation. The students motivation in learning English
influenced their participation in the class. The classroom situation became active and
interactive because they enjoyed and they were motivated in teaching and learning
process.
The result of data analysis showed that Teaching Vocabulary by using Flash
cards gives effect toward the third grade students. It can be seen first from the means
score between Pre-test and Post-test. The mean score of Posttest reached higher score
than the mean score of Pretest (X= 26.52< Y=43.3). It indicated that the students
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score increased after conducting treatment. In other words, teaching vocabulary by
using Flash cards gave significant effect toward the students vocabulary.
Meanwhile, after the data was calculated using the t
test
formula using manual
calculation showed that the t
observed
was3.075. By comparing the t
observed
with the t
table
,
it was found that the t
observed
was higher than t
table
at 5% level significance or t
observed
=
3.075>t
table
=2.750.
There are some importances of using flashcards in language teaching.They
are namely flashcards can be used for consolidating vocabulary, flashcards are
effective that can be used for any level students, flashcards can be taken almost
everywhere and studied when are has free moment, flashcards also can be used for
practicing structure and word order or for a variety of games.
Based on the explanations above, it can be concluded that flashcards have
many importance when used in teaching learning process. Flashcards have a great
power in motivating and stimulating the students. Meanwhile, flashcards are easy
media to help students and teacher in learning process, especially to teach the
students of elementary school. Teacher can use it at any time and in any situation
when he wants to teach.
Flash card as media could make students learning experience more fun,
attractive and memorable for them. The writer concluded that using flash card had a
significant effect on the students vocabulary mastery of the third grade students at
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MTs Darul Amin Palagka Raya. The strenght of using flash card as media for
teaching vocabulary are: flash card simple card, flash card as media easy to make for
teaching English because it can take from magazines, newspaper, book, and so on.
Flash card is visual media that can interested students because secondary
students they still like playing. Flash card gives simple information about vocabulary.
It easy to understand the vocabulary because based on the picture. Flash card can
increase the viewer active engagement with the message. Flash cards can keep the
students attention during the teaching learning activity.










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CHAPTER V
CLOSING
In this section, the writer would like to give conclusion and suggestion about
the result of study. The conclusion of the study was the answer of Problem of the
Study which the finding was based on the result of data analysis. The suggestions are
expected to make batter improvement and motivation for students, teacher and
researcher related with the teaching vocabulary mastery by using flash cards.
A. Conclusions
The problem of the study as stated in Chapter I was Is there any
significance effect by using flash cards in improving students English vocabulary
mastery at the eight grade students of MTs Darul Amin. It could be answered by
testing the data analysis.
Based on the result of data analysis from vocabulary scores which gained by
students before and after conducting treatment, there were significantly different
(t
observed
= 3.075>t
table
= 2.750 at 5% level of significance. This indicated that teaching
vocabulary mastery by using flash cards gives significant effect toward the students
vocabulary. It implicated, if the students were taught vocabulary mastery by using
flash cards therefore, the students vocabulary score would be higher than without
using flash cards. On the contrary, if the students were taught vocabulary mastery
without using flash cards, the students score of vocabulary would be lower than the
use of flash cards. It can be proved by the difference of Pre-test and Post-test score.
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Based on the Evaluation Standard of English Subject. It can be concludes
that the students pass the test if they get score seventy or more indicating that the
students master the material. Meanwhile, the students do not pass the test if thet get
score under seventy which indicate that they still do not master the material.
Teaching learning process English vocabulary where supported by using
Flash cards at the VIII grade student of MTs Darul Amin improvement of student
English vocabulary. Nevertheless, there were only five students who still got score
below the standard and other obtained improvement in their scores.
B. Suggestions
In line with the conclusion, the writer would like to propose the following
suggestions that hopefully would be great to use for the eight grade student at MTs
Darul Amin, the teachers institution and the next reseacher.
1. For the students
For the students, when they studied vocabulary mastery by using flash cards,
it is recommend that they have to pay attention to the lesson because the learning
become more interesting, interactive, and happy and the students role to be more
positive and more enjoy. By learning vocabulary mastery using media will provide
motivation and support so that students ca learn easily abd increase their ability in
English vocabulary mastery.
2. For the teachers
The teacher must pay attention to the students level, problems in learning
English, and students strategy in learning English. Especially, teaching English
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Vocabulary. The teacher have to able to use the media in their learning process in
order the students easier to understand the learning.
3. For the School Institution
For the School Institution should provide the equipments and environment in
order to support teaching learning process, especially for English lesson. Media is
one of the important things in order to support in teaching learning process, for
exmaple flash cards.
4. For Other Reseachers
The writer realizes that the design of study in this thesis is very simple. In this
case, there are still many weaknesses that can be found out. Therefore, further
research can improve the study with the better design in order to support the result
finding. Moreover, since there are many teaching media nowadays, another writer can
also implement a new one in order to give more improvement to the students score
and more understanding in vocabulary.

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