Using Flashcards for Teaching English Vocabulary in ELT Classroom

Insantri Aulia
Graduate School of Yogyakarta State University
[email protected]

Abstract
In teaching and learning process, teachers not only need a method but also a media. It takes a
role as a tool that will help the teachers in explaining and delivering the material to the students.
There are so many media that can be used, especially in teaching English vocabulary, and one
of them is flashcards. It is an inexpensive media and easy to make. Besides, it can be used in
collaboration with drilling. Flashcard will ease the students in understanding the vocabulary
because it provides them with the picture or the name of the object picture and drilling will
help students to increase their accuracy and build up their confidences.

1. Introduction
Teaching Media is a tool that can be used by the teachers to deliver their
materials to students during teaching and learning process, so they can reach a certain
learning goals. According to Bakri (2011: 3, cited in Anggraini, 2015) media is aimed
to something that delivers information between message sender and receiver. Arsyad
(2009: 4, cited in Anggraini 2015) also defines media as something that brings
instructional purpose of messages or information of learning. Since the development of
media, including types and function of media, a lot of teaching media that can be used
for teaching have been created and improved, one of the example is flashcard. The
detailed explanation on teaching media will be written in literature review.
Flashcard is a paper containing a picture and name of the picture. Cross (1991)
define a flashcard as a simple picture on a piece of paper or card, which is probably the
most widely visual aids in language teaching. Another definition comes from Kasihani
(2007). He stated that flashcard is cards measure A4 papers amount to 30 to 50 cards
and every card contains a picture and name of the picture. Besides, Halliwel (1992)
defines flashcard as a kind of cards contains pictures, words, instructions that are
arranged in various combinations. Other opinions come from Finocchiaro (1974: 105)
defines flashcard as cards with individual words (either printed or in manuscript).
In language teaching, flashcard, as a teaching media, is really needed to help the
teachers in explaining the material and to give a variation in teaching. According to Naz
and Akbar, stated in their paper that media are the means for transmitting or delivering
message and in teaching-learning perspective delivering content to the learners. It also
helps and easiest the students to understand their teachers explanation.
 But unfortunately, the use of flashcard as the teaching media has not maximum
enough. Some teachers, especially in Sumbawa region, West Nusa Tenggara still use a
traditional ways of teaching. The teachers only lecturing and the only media that they
used are black or white board and board marker. MA (2018, an initial) as one of the
students in a junior high school in Sumbawa, said that, “in teaching English, the teacher
do not use any media, except black or white board and board marker. There is no any
interesting activity, only lecturing.” Another student (NDH) a student in one of senior
high schools in Sumbawa also said that, “for specific subject, such vocabulary, the
teachers only ask the students to rewrite a list of vocabulary, memorize them, and make
sentences based on the list of vocabularies given by the teachers.” the existence of
flashcard as the media in teaching the language has not been implemented. Through
this paper, the writer wants to explore, share, and give some ways on how to teach
English vocabulary by using flashcard in ELT classroom.

2. Literature review
2.1 Teaching Media
Teaching media is a tool that can be used by the teachers to deliver their materials
to students in teaching and learning process, so they can reach a certain learning goals.
Besides, media can be used as a tool for helping teachers in conveying or explaining
the material to the students. Bakri (2011: 3) defines media as a plural form of medium,
and Arsyad (2009:4) defines teaching media as a media that bring instructional purpose
of message or information of learning. According to Bakri (2011: 3, cited in Anggraini,
2015) media is aimed to something that delivers information (message) between
message sender and receiver. Arsyad (2009: 4, cited in Anggraini 2015) also defines
media as something that brings instructional purpose of messages or information of
learning. So, it can be said that media is a means of expressing information.
Gerlach and Ely (cited in Bakri, 2011:13) divide teaching media in wide meaning
and narrow meaning. Media in wide meaning is people, material or event which can
create condition, so that students can get knowledge, skill, or attitude. It means that,
teacher, book, and environment are included in media. Whereas media in narrow
meaning is graphic, photo, picture, mechanic and electronic tools that use to express,
process, and also convey visual and verbal information.
Arsyad (2009: 6-7) offers some basic criteria for teaching media, those are:
 a. Teaching media has physical meaning. It is called as hardware and it is an object
that can be seen, heard, and touched using the five sense.
b. Teaching media has non-physical meaning and it is called as software.
c. The emphasizing of teaching media is in the visual and audio.
d. Teaching media is a tool to help teaching-learning process both inside and
outside class.
e. Teaching media can be used massively (radio, television).
f. Teaching media is used to communicate and interact between teacher and
students in teaching-learning process.
Based on the explanation above, it can be assumed that media relates to method,
techniques, or strategies used by the teachers in teaching and learning process.
2.2 The Function of Teaching Media
The use of media in teaching and learning process will help teachers in
explaining the materials and help the students to understand the teachers’ explanation
easily. Besides, using the media, the teaching and learning process will not be bored
and the class atmosphere will be interesting because media provide the concrete object.
Sudjana (2001: 64) offers some functions of teaching media in teaching and learning
process:
a. Using media in teaching and learning process is not an addition function,
but it has its own function as an aid to express effective teaching and
learning atmosphere.
b. Using teaching media is an integral part of all learning situation. It means
that teaching media is one of element that should be developed by the
teachers.
c. Using teaching media is more important to accelerate teaching and learning
process and help students in comprehend material from teachers.
Mulyani (cited in Dewi, 2012: 13) give some functions on teacing media, those are:
a. Auxiliary tool to create effective learning situation.
b. Integral part of all learning situation.
c. To concrete the abstract concept, so, it can decrease verbal comprehension.
d. To build up students’ motivation to learn the subject.
2.3 Kinds of Teaching Media
There are some types of teaching media that can be used for teaching. As
provided by Mahajan (2012: 6-7), stated that media are classified into seven
categories, such as”
a. Graphic media: any kinds of printed media. Such as books, pictures,
photographs, maps, charts, posters, graphs, diagrams.
b. Display media: a board used to show information in small group, e.g.,
chalkboard, bulletin board, flannel board, and peg boards.
c. Three dimensional media: a medium that has 3D shape. For example
models, objects, specimens, puppets.
d. Project media: a kind of media that need projector to show the messages,
such as slide, filmstrips, transparencies, films, video, tapes, records, and
gramophones.
e. Audio media: a media that can be heard, such as radio, audio cassettes, etc.
f. Video media: it is a combination between audio and visual, such as
television, CD, computers.
g. Activity media: it is a media that can act some activities, such as,
demonstration and role-play.
In addition, Sahid (2010: 3) stated that teaching media can be grouped as
follows:
a. Visual media: is media that can be seen and read, such as, picture, photo,
graphic, diagram, poster, cartoon, comic, book, etc.
b. Audio media: a media that can be heard, such as radio, tape recorder,
language laboratory, etc.
c. Projected still media: it is media that needs to show the information which
inform of no-motion picture or writing, such as power point slide, micro
film, etc.
d. Projected motion media: a media that need projector to show information of
motion picture or writing, such as film, television, video (VCD), computer,
etc.

2.4 Criteria in Choosing the Media

Selecting the best combination of media for teaching is always be a part of
teachers’ preparation before delivering the material. They have to be careful in
 deciding the teaching media because it gives a little impact on teaching and learning
process. As stated in mennta (2008), Romiszowski (1997) explains the main
categories of factors that may influence the choice of media are: (1) Task factors,
the type of objectives, and hence the type of learning activities which should be
provided for the learner, (2) learner factors. Some learners may learn better from
certain media than from others, and (3) economic or availability factors. This may
limit the choice in practice.
Besides, Patsula (2002) also provides eight practical guidelines for selecting
media. It is called as CASCOIME. C stands for cost. The teachers have to see
whether the cost of the media is cost effectively or not, or can it reach a wide enough
audience or not. A stands for accessibility. The teachers have to consider whether
the media is accessible, does it facilitate distribution, or is it convenient to use, and
make sure that the media is user-friendly. S stands for social-political suitability. C
stands for cultural friendliness. It means the media have to be coincide with the
culture’s traditional way of learning. O stands for Openness or flexibility, means
that the media must be flexible, foster collaboration, or does it foster different ways
of teaching. I stands for Interactivity, have to have the interactive media, promote
the learner-learner and learner-instructor interaction, and facilitate timely and
quality feedback from instructors and tutors. M stands for motivational value. The
media have to be able to motivate the students and to encourage them to study
harder and longer. Last is E, it is stands for Effectiveness. The media have to be
effective and help the students to learn the material faster.

2.5 Flashcards
In Merriam-Website, flashcard defines as a bearing words, numbers, or pictures
that is briefly displayed (as by a teacher to a class) usually as a learning aid. It is
good that flashcard is flexible. It can be used in every level of education, from
kindergartens up to senior high schools. It can also be created or made based on the
theme or the topic that will be learned. As written in Merriam-Webster that
flashcard can be a picture, where the students can learn through, and learning
vocabulary will not be boring.
2.5.1 The Use of Flashcards in Teaching
The use of flashcard in learning as a strategy for teaching vocabulary
can be resting way of teaching, because flashcard contains pictures, words, or
 symbols, or the real shape of the things’ name. Usually flashcard is used for
teaching vocabulary as the basic knowledge that have to be understood better
before the others. It will be best if this media is used for teaching young learners
or beginner learners, and elementary level. Because these three levels of
educations are still focusing on enriching the vocabulary. This media will help
them better. When the teacher tell them a name of thing, they do not have to
imagine the shape of the thing, let the teachers show them the picture, then, they
will know the shape of the thing’s name. So, they will get a clear understanding
or shape of the thing.

2.6 Previous Study (Tambahkan step2 penelitiannya)

First, a research conducted by Habibi (2017) entitled the Use of Flashcards in
Improving Vocabulary Mastery of Students with Disability. It was an action research
in integrated classroom to improve disability students’ vocabulary at the second grade
of SMP Dipenogoro, Junrejo, Batu in the Academic year 2017/2018 by using
flashcards. The cycle had four meetings and one additional meting for post-test. In the
first meeting, the researcher taught descriptive text to the students with disability. The
method was showing and explaining the material by using the flashcard and ask them
make at least one sentence based on the picture they seen. The second meeting was
team work. Each pair consist of two students with the same disabilities and one group
with different disabilities. After the teacher explained the material, each pair discussed
the task on the worksheet, compared answer with other pairs and gave mutual help
between students (only if they got problems). The pair who get the highest score will
get a reward. In the third meeting, the flashcards were given to each pair with
arrangement vocabulary from the teacher. After they could answer the question
correctly, the flashcards were given to the other pairs then every pair present the pair’s
flashcards. The last meeting (4th meeting), was the same giving flashcards, giving the
vocabulary flashcards, and post-test was done after using the flashcards. The test was
distributed to the students and they had to finish the test individually. After doing te
observing and analyzing the data, the result showed that before flashcards were
implemented, all disability students’ score were under 75 with the lowest score was 50
and the highest score was 70. From six students, none of them were passed the standard
minimum criteria (KKM). After using the flashcard, especially in the first cycle, all
 disability students’ score successfully passed the standard minimum criteria (KKM)
with 80 as the lowest score and 100 as the highest score.
Second, a research conducted by Rahmasari (2016) entitled The Use of
Flashcards in Teaching Vocabulary at Fourth Grade Students of SDN Sukosari
Dagangan, Madiun. Through this research, the researcher wanted to know whether the
use of flashcards were effective or not and to see the strength and the weakness of using
flashcards as a media for teaching English vocabulary. In collecting the data, the
researcher used observation and test. Through the observation, the researcher wanted
to know the situation and condition directly on effectiveness of flashcards in teaching
vocabulary for fourth grade students in elementary school. Test was used as a technique
for collecting the data in order to know the effectiveness of flashcards in teaching
vocabulary for fourth grade students. The result showed that the use of flashcards were
effective. It can be seen from the improvement of students’ average score before and
after using the flashcard. 7.40 was the students’ average score before using the
flashcards and 8.15 was the students’ score after using the flashcards.
Another study by Nugroho (2012) entitled Improving Students’ Vocabulary
Mastery Using Flashcards. It took the fourth grade of SD Negeri II Watuagung,
Baturejo, Wonogiri in the academic year 2011/2012 as the subject research. It was an
action research. The research was conducted during four month. Based on the
quantitative data (pre-test and post-test) it can be concluded that flashcard can improve
students’ vocabulary mastery. It was proved by the improvement of students’
vocabulary mastery score and based on field note as the observational data, flashcards
can improve students’ motivation in teaching and learning process.
Through their researches, the researchers proved that flashcard can be a good
media for teaching English vocabularies because it helps students in improving their
English vocabularies mastery.

3. Discussion
English skill is not an easy subject to be learned. They may face some problems,
such as lack of vocabulary, so they will be difficult to use the language in both spoken
and written communication. Besides lack of vocabulary, spelling and pronunciation can
be the other problems that they faced during teaching and learning process. Vocabulary
is words of the language. In oxford learners’ pocket dictionary vocabulary defines as
all the words in the language. It also defines as a list or collection of words, Merriam-
Webster. On the other hands, vocabulary deals with the words.
In line with its definition, vocabulary becomes the essential aspect which is need
to be taught before the other aspects of English language, such as phonology, semantic,
pragmatic, and syntax. Vocabulary also represents one of most important skills
necessary for teaching and learning a foreign language because it becomes the basis for
the development of all other skills, speaking, listening comprehension, writing and
reading comprehension, spelling and pronunciation. It becomes the main tool for the
students in their attempt to use the language effectively, Essays UK (2013). When
listening to music or reading the English text books, they will always need to use and
to operate with words. Besides, teaching vocabulary is a significant factor in language
teaching because words play an important role in expressing our feelings, emotions,
and ideas to others during communication. It can be an evident that communication is
mutual relationship between the speakers and the hearers or between the writers and the
readers. If the hearers or the readers have insufficient knowledge of vocabulary, they
will be difficult to understand the message sent by the speakers or the writers. In English
Language Teaching (ELT) classroom, if the students have insufficient knowledge of
vocabulary, they will be difficult to understand the English textbook or their teachers’
explanation. According to Wilkins (1972), without grammar, very little can be
conveyed, but without vocabulary nothing can be conveyed.” From this statement, it
can be concluded that vocabulary is still becoming the importance aspect of language
that is need to be taught before the others.
Usually, vocabulary is always be taught only by drilling or repeating. It is good and
very useful because through drilling the students can increase their accuracy along with
the improvement of their fluency. Increasing accuracy become one of the ways in which
a student’s language improves, so there is need to focus on accuracy at certain stages
of the lesson or during certain task types. Provide students with intensive practice in
hearing and saying particular words or phrases. They can help students get their tongues
around difficult sounds or help them imitate intonation that may be rather different from
that of their first language.
As stated in teachingenglish.org.uk, drill can also be useful for teachers. Drills can
help in terms of classroom management, enabling us to vary the pace of the lesson or
to get all learners involved and can help the teachers to recognize if new language is
causing problems in terms of form or pronunciation.
 Drilling is a good way or strategy for teaching vocabulary, but if it is only be taught
by using this monotonous way of teaching, the class atmosphere will be very boring.
There are so many teaching media that can be used to teach vocabulary, including
flashcards and it can easily be made by the teachers. According to Gelfgren (2012: 1)
teachers have to prepare internet access, printer, A4 paper in different colors, laminating
machine, laminating pockets, scissors, rubber bands, and magnetic paper or tape.
Gelfgren (2012: 3), there are some types of flashcard:
1. Quiz Card
It is a card that can be used to vary the methods used to test students’ skills, making
the test into a fun game. This is the example of the flashcard:

2. Role Play Cards

It is card that may encourage the students to learn in a fun way. Here, the students
can use their existing vocabulary and learn new words in a foreign language. Example
of the flashcard:

3. Flashcards with Associations, Synonyms, and Opposites

This kinds of flashcard develop both vocabulary and language fluency. It is believed
that this way can independently develop students’ vocabulary faster and more
stimulating than having the teacher explain the word. The example:
4. Flashcards about numbers and times
It contains the numbers and time. For example 1, 2, 3, etc (for flashcard number)
and three o’clock, four o’clock, etc (for flashcards times). The example is:

5. Flashcards for Dictation and Reading

The purpose of dictation cards is to make it easier for students to learn spelling by
reading the cards first. For example: reading card (use), dictation card ( u - - ). The
example:
 Here, the writer will provide some ways on how to use flashcard as a media in
teaching English vocabularies. In this first way, students have to find out the name of
the picture displayed by the teacher, the way is:
1. Teacher prepares the association flashcard related to the topic of that meeting (e.g,
animal)
2. Teacher divides students into some small groups
3. Teacher prepares the flashcards based on the amount of each member of each group
4. Teacher reads the rules of the activity
5. Teacher display the picture of the animal
6. Every representative of each group have to run and to front of the class to find the
displayed picture’s name.
7. If they found it, they have to stand on the flashcard word
8. Do the same activity to every representative of each group or every student in each
group will get the chance
9. After that, the teacher drills every single vocabulary which was used in the activity
10. At the end, teacher may ask students to draw their favorite animal and label or write
down the animal names under its picture.
 Another activity called as “stick me on the wall” with topic synonym, here is the
way:
1. Teachers prepare the words with its synonym
2. Teacher sticks the synonym words on the wall and the other synonyms are on the
teacher’s table
3. Each students will get two similar words
4. Teacher reads the rules
5. This way or games can be played either individually or in group
6. They have to hurry, run to the wall and find out the word’s synonym
7. Stick the word on its synonym
8. After all the words met the correct synonyms, teacher may ask their students to
repeat and drill the words.
These two activities can be adapted based on the students’ level and the topic that
will be discussed on the day.

4. Conclusion
Flashcard as one of instructional media that can be used in every students’ level
with the adapted topic. The variation types of flashcard can help teachers in designing
various teaching activities and creating a fun atmosphere. It will get a better result on
students vocabulary mastery accompanied by teachers’ creativity in utilizing the media.
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