THE USE OF FLASHCARD IN TEACHING ENGLISH VOCABULARY IN ELEMENTARY SCHOOL OF SURABAYA
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Institusion
Universitas Nahdlatul Ulama Surabaya
Author
MUSHONIF, DINDA ABIDAH
Subject
L Education (General)
Datestamp
2023-04-05 06:00:37
Abstract :
The success of a teacher in a Surabaya elementary school who used flashcards to teach English vocabulary served as the inspiration for this study. As the primary source of knowledge, he can share details about his experience using flashcards to teach vocabulary. A narrative inquiry approach was used in this research's qualitative phase. Observation, interviews, and documentation studies are utilized as data collection methods. The method of analysis employed is an inductive study of data from Miles and Huberman's interactive model, which entails data collection, reduction, presentation, and conclusion or verification.The results of this study indicate that three predefined themes provide the basis for participant narrative analysis. The first theme is the use of flashcards in teaching vocabulary. This theme expresses the process of teaching. The second is the teacher's perception of the advantages of using flashcards in teaching vocabulary. The last is the teacher's perception of the lack of use of flashcards in teaching vocabulary. This explains the development of the teacher's perception of flashcards as a medium for teaching vocabulary.
The success of a teacher in a Surabaya elementary school who used flashcards to teach English vocabulary served as the inspiration for this study. As the primary source of knowledge, he can share details about his experience using flashcards to teach vocabulary. A narrative inquiry approach was used in this research's qualitative phase. Observation, interviews, and documentation studies are utilized as data collection methods. The method of analysis employed is an inductive study of data from Miles and Huberman's interactive model, which entails data collection, reduction, presentation, and conclusion or verification.The results of this study indicate that three predefined themes provide the basis for participant narrative analysis. The first theme is the use of flashcards in teaching vocabulary. This theme expresses the process of teaching. The second is the teacher's perception of the advantages of using flashcards in teaching vocabulary. The last is the teacher's perception of the lack of use of flashcards in teaching vocabulary. This explains the development of the teacher's perception of flashcards as a medium for teaching vocabulary.
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