IMPROVING THE SEVENTH GRADE STUDENTS’ VOCABULARY ACHIEVEMENT BY USING FLASHCARDS AT SMP NEGERI 3 LUMAJANG

Abstract

The results of the vocabulary test after the action in the first cycle showed that the percentage of the students’ who got good score category (≥73) was 62.5% (20 students). The cycle of this research was considered successful if 75% of the students got score ≥73 (good score category). It means that the target percentage of the students gaining ≥73 (good score category) had not been achieved yet. The observation was conducted by using the observation checklist containing some indicators, namely: 1) The students pay attention to the lesson 2) The students raised their hands when the teacher gave oral questions about the flashcards, 3) The students answered the teacher’s oral question, 4) The students did the vocabulary exercises. In Cycle I, the results showed that there were 22 students or 68.75% who were actively participated in the teaching learning process of vocabulary in the first meeting and there were 23 students or 71.87% who actively participated in the teaching learning xv process of vocabulary in the second meeting. Therefore, the actions were contained in Cycle II, by revising the teaching techniques in Cycle I. The revising teaching techniques were: 1. The pictures were made bigger. 2. The researcher and the teacher improved the frequency of showing flashcards into five times. 3. The teacher and the researcher added the period of time to flash the picture into eight second. Having conducted the action in cycle II, the results of vocabulary test showed that the percentage of the students who got scores ≥73 increased from 62.5% (20 students) in Cycle I to 78.12% (25 students) in Cycle II. In Cycle II for the first meeting, there were 26 students of 32 students (81.25%) who were actively participated in the teaching learning process. In the second meeting, there were 27 students of 32 students (84.37%) who actively participated in teaching learning process. It means that the students were more active in Cycle II than in Cycle I. Based on the result, it could be concluded that the use of flashcards could improve the students’ vocabulary achievement and their participation in the teaching learning process. It is suggested that the teacher vary their teaching techniques by using various media or teaching aids, for example flashcards to improve the students’ vocabulary achievement. The students are suggested to be more active in the learning activities in the class to improve their vocabulary achievement.