Using flashcards to improve students’ learning vocabulary at sunrise language centre (masters thesis)

MINISTRY OF EDUCATION AND TRAINING BA RIA - VUNG TAU UNIVERSITY --- PHAN THI THANH THAO USING FLASHCARDS TO IMPROVE STUDENTS’ LEARNING VOCABULARY AT SUNRISE LANGUAGE CENTRE MASTER’S

MINISTRY OF EDUCATION AND TRAINING

BA RIA - VUNG TAU UNIVERSITY

-

PHAN THI THANH THAO

USING FLASHCARDS TO IMPROVE STUDENTS’ LEARNING VOCABULARY AT

SUNRISE LANGUAGE CENTRE

MASTER’S THESIS

Ba Ria - Vung Tau, March 2023

MINISTRY OF EDUCATION AND TRAINING

BA RIA – VUNG TAU UNIVERSITY

Submitted to the Postgraduate Institute in partial fulfillment of the Master’s

degree in TESOL

Course code: 8140111

Supervisor’s name: Assoc.Prof LE HUONG HOA, Ph.D

Ba Ria - Vung Tau, March 2023

CERTIFICATE OF ORIGINALITY

I certify my authorship of the Master’s Thesis submitted today entitled:

USING FLASHCARDS TO IMPROVE STUDENTS’ LEARNING VOCABULARY AT SUNRISE LANGUAGE CENTRE

In terms of the statement of requirements for Theses in Master’s programs issued by Higher Degree Committee of Postgraduate Institute, Ba Ria - Vung Tau University

Ba Ria Vung Tau, March 2023

PHAN THI THANH THAO

RETENTION AND USE OF THE THESIS

I hereby state that I, Phan Thi Thanh Thao, being a candidate for the degree of Master

of Theory of English Teaching Methodology accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the library

In terms of these conditions, I agree that the original of my Master’s Thesis deposited

in the library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses

Ba Ria – Vung Tau, March 2023

PHAN THI THANH THAO

ACKNOWLEDGEMENTS

I would first like to express my deepest gratitude to Assoc.Prof Le Huong Hoa,

my supervisor for her patience, guidance, insightful advice, and constant encouragement through the whole research process Without her support and guidance, this thesis would never have been completed

I would also like to express my gratefulness to all my lecturers at the Faculty of Post Graduate University for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge

Additionally, my special thanks to 18 KET-level students who have helped me enthusiastically in English lessons by using flashcard-based activities to improve their vocabulary retention

Finally, I wish to thank everyone who directly or indirectly helped me in completing this thesis

ABSTRACT

The use of flashcards is seen to be an enjoyable strategy for pupils to boost their vocabulary retention Nakata, T (2019) The purpose of this study was to look into how the researcher used flashcard-based techniques to improve KET-level students' vocabulary retention, as well as the students' opinions and attitudes toward using flashcard-based techniques to improve vocabulary retention and the difficulties they faced duringtheirlearning process The study lasted four weeks and involved 18 KET students from an entire class at a language center in Ba Ria Vung Tau province Data from vocabulary tests, questionnaires, students' self-evaluation checklists, and students' reflections were analyzed using both qualitative and quantitative methodologies The results of the tests and student reflections demonstrated that flashcard-based strategies contributed significantly to the students' vocabulary recall The results of the surveys, student self-evaluation checklists, and student comments revealed that the students had favorable attitudes toward and enthusiastic ideas about their vocabulary retention as a result of the teacher's use of flashcard-based strategies The participants also revealed that they faced a variety of challenges during the learning process

Keywords: vocabulary retention, flashcard-based techniques, KET students, action research, opinions, attitudes, difficulties

TABLE OF CONTENTS

CERTIFICATE OF ORIGINALITY i

RETENTION AND USE OF THE THESIS ii

ACKNOWLEDGEMENTS iii

ABSTRACT iv

TABLE OF CONTENTS v

LIST OF ABBREVIATIONS x

LIST OF APPENDICES xi

LIST OF TABLES xii

LIST OF FIGURES xiii

LIST OF CHARTS xiv

CHAPTER 1: INTRODUCTION 1

1.1 Rationale for the study 1

1.2 Aims and objectives of the study 2

1.3 Research questions 3

1.4 Significance of the study 3

1.5 Scope of the study 3

1.6 Research methods 4

1.7 Structure of the thesis 4

CHAPTER 2: LITERATURE REVIEW 6

2.1 Vocabulary retention 6

2.1.1 Definition of vocabulary 6

2.1.2 The importance of vocabulary and vocabulary learning 7

2.1.3 Dimensions of vocabulary knowledge 8

2.1.4 Vocabulary learning strategies 9

2.1.5 Vocabulary teaching strategies by using flashcards 10

2.1.6 Vocabulary retention and memory 11

2.2 Flashcard-based techniques 12

2.2.1 Definition of Flashcards 12

2.2.2 Types of Flashcards 13

2.2.3 The use of Flashcards as teaching tools 15

2.2.4 Advantages and Disadvantages of flashcards 16

2.2.5 Classification of flashcard-based techniques 17

2.3 Overview of related studies 19

2.4 Conceptual framework 22

2.5 Summary 24

CHAPTER 3: RESEARCH METHODOLOGY 25

3.1 Restatement of the research questions 25

3.2 Reasons of choosing action research 26

3.3 The setting of the research 27

3.3.1 Research site 27

3.3.2 English textbooks 27

3.4 Participants 27

3.4.1 Students 27

3.4.2 Teachers 28

3.5 Research method 28

3.6 Research procedure 30

3.7 Data collection instruments 31

3.7.1 Vocabulary tests 32

3.7.2 Questionnaires 32

3.7.3 Student self- evaluation checklists 34

3.7.4 Student reflections 34

3.8 Data analysis 35

3.8.1 Quantitative analysis 36

3.8.2 Qualitative analysis 36

3.9 Summary 36

CHAPTER 4: FINDINGS AND DISCUSSIONS 37

4.1 The enhancement of the students’ vocabulary retention through the teacher’s deployment of flashcard-based techniques 37

4.1.1 Findings from Pre-test 39

4.1.2 Findings from Post- test 41

4.1.3 Findings from comparison of pre-test scores and post-test scores 43

4.1.4 Analysis from the student reflections in term of the effectiveness of the teacher’s deployment of flashcard-based techniques on vocabulary retention 44

4.2 The students’ opinions on and attitudes towards their vocabulary learning experiences through the teacher’s deployment of flashcard-based techniques 45

4.2.1 The students’ opinions on the effect of the teacher’s deployment of flashcard-based techniques on their vocabulary retention 45

4.2.2 The students’ opinions on and attitudes towards psychological and social benefits of the teacher’s deployment of flashcard-based techniques to teach vocabulary 50

4.3 The difficulties the students encountered during the vocabulary learning experience with the teacher’s deployment of flashcard-based techniques 54

4.3.1 The effect of the teacher’s deployment of flashcard-based techniques on the students’ vocabulary retention 55

4.3.2 The difficulties derived from the student’s personal weaknesses and

negative psychology 56

4.3.3 Time constraint 60

4.4 Discussions 61

4.4.1 The effect of the teacher’s deployment of flashcard-based techniques on the students’ vocabulary retention 61

4.4.2 The students’ opinions and attitudes towards their vocabulary learning through the teacher’s deployment of flashcard-based techniques 62

4.4.3 The students’ difficulties during the process of learning vocabulary through the teacher’ deployment of flashcard-based techniques 64

4.5 Summary 64

CHAPTER 5: CONCLUSION 65

5.1 Recapitulation 65

5.2 Implications of the study 67

5.2.1 For English teachers 67

5.2.2 For students 68

5.3 Limitations of the study 68

5.4 Suggestions of further study 69

REFERENCES 70 APPENDICES I APPENDIX 1: THE PROCEDURE OF THE STUDY I

APPENDIX 2: CROSSWORD PUZZLE GAMES AND STORYTELLING SCRIPTS THROUGH FLASHCARDS III CROSSWORD PUZZLE GAMES III STUDENTS’ CROSSWORD PUZZLES BY GROUP V STORYTELLING TOPICS ( personal writing) VIII

STORYTELLING SCRIPTS WRITTEN BY STUDENTS: IX

APPENDIX 3: FLASHCARDS AT THE CENTRE AND CREATED FLASHCARDS XII

BY STUDENTS XII APPENDIX 4: A LESSON PLAN XV APPENDIX 5: VOCABULARY PRE-TEST (BÀI KIỂM TRA TỪ VỰNG) XXII APPENDIX 6: VOCABULARY POST-TEST (BÀI KIỂM TRA TỪ VỰNG) XXVII APPENDIX 7: TEST SCORES XXXI STUDENTS’ TEST SCORES FROM THE PRE-TEST XXXII STUDENTS’ TEST SCORES FROM THE POST TEST XXXIV THE STUDENTS’ RESPONSES IN QUESTIONNAIRES RELATED TO THEIR DIFFICULTIES THEY ENCOUNTERED DURING THE

INTERVENTION ( collected from Google Forms) XLIV

APPENDIX 9: STUDENT SELF-EVALUATION CHECKLIST XLVI

(English version) XLVI STUDENT SELF-EVALUATION CHECKLIST (Vietnamese version) XLVIII

APPENDIX 10: STUDENT REFLECTIONS LI

LIST OF APPENDICES

APPENDIX 1: The procedure of the study

APPENDIX 2: Crossword Puzzle Games and Storytelling Scripts through flashcards

APPENDIX 3: Flashcards at the Centre and created flashcards by students

APPENDIX 4: A Lesson Plan

APPENDIX 5: Vocabulary Pre-Test (Bài Kiểm Tra Từ Vựng)

APPENDIX 6: Vocabulary Post-Test (Bài Kiểm Tra Từ Vựng)

APPENDIX 7: Test Scores

APPENDIX 8: Questionnaire ( English Version)

APPENDIX 9: Student Self-Evaluation Checklist(English version)

Student Self-Evaluation Checklist (Vietnamese version)

APPENDIX 10: Student Reflections

LIST OF TABLES

Table 3 Groups of language learning strategies in the Likert scale in the

questionnaires………33

Table 4.1 Elements of pre-test and post-test……….… 37

Table 4.2 Category and score interval……….……… 38

Table 4.3 Pre-test score……… …….….…39

Table 4.4 Post-test score……….……….……… 41

Table 4.5 The comparison between the scores of pre-test and post-test ……….…43

Table 4.6 Number of new words studentslearned in the cycle……….… 44

Table 4.7 The students’ opinions on and attitudes towards psychological and social benefits of the teacher’s deployment of flashcard-based techniques in the questionnaires………50

Table 4.8 Students’ opinions on and attitudes towards psychological and social benefits of the teacher’s deployment of flashcard-based techniques reported in the student self-evaluation checklists……….…….52

Table 4.9 The difficulties related to the teacher’s instructions verified by students in the checklists……….55

Table 4.10 The difficulties derived from the student’s personal weaknesses and negative psychology in the checklists………57

Table 4.11 Students’ difficulties related to time constraint in the checklists………60

LIST OF FIGURES

Figure 2.1 Word Flashcards……… 14 Figure 2.2 Picture Flashcards……… ……… 15 Figure 2.3 The conceptual framework of the relationship of vocabulary retention,

attitudes and difficulties……… 23 Figure 3.1 The Icecream Cone Model (devised by Brown Hill, 2017).…… … 25 Figure 3.2 Cycle of Classroom Action Research adapted from Kemmis, Mc

Taggart and Nixon (2014) ……… ………… 29 Figure 3.3 Data analysis of the study……… 35

LIST OF CHARTS

Chart 4.1 Students’ Pre-test score……… ………40 Chart 4.2 Students’ Post-test score……… ……… 42 Chart 4.3 Students’ revealing of reasons why lessons with flashcard-based techniques enhanced their vocabulary retention in the questionnaires (survey question 1)

……… 46 Chart 4.4 Students’ opinion on the enhancement of vocabulary retention through flashcard-based techniques in the questionnaires (survey question 2)……… 47 Chart 4.5 Students’ opinions on the effect of the teacher’s deployment of flashcard- based techniques on vocabulary retention in the checklists………….……… 48

CHAPTER 1: INTRODUCTION

This section intends to provide the rationale of the topic, the study's aims and objectives, the research questions, the scope, the methods of the research, the significance as well as the thesis' structure to give readers a broad overview of the research

1.1 Rationale for the study

According to Harmon and Wood (2008), vocabulary knowledge can be used

as an indicator for a foreign language acquisition success Exploring effective techniques to improve students' vocabulary acquisition and retention has been a top priority in language instruction since the identification of the critical role of vocabulary mastery in language acquisition

Learning vocabulary through flashcard instructions is considered as one type

of effective memory-aid tools learning experiences Furthermore, flashcards can be used for almost any subjects They are ideal for acquiring foreign language vocabulary, English vocabulary, math formulas, dates and events for history studies, psychological terms, and even more sophisticated topics like medical terminology (Lewis, 2010) According to Gelfgren (2008), different students learn in different ways, and it is important to use visual teaching approaches because studies suggest that most students learn visually Flashcards are a simple and colorful approach to teach vocabulary in a fun way, and they can help students with their visual learning process

Regarding to the use of flashcards, there have been some studies on the implementation of using flashcard activities such as Yovita Suharta (2018), Dessy Harisanty, Dyah Srirahayu, Tiara Kusumaningtiyas, Esti Anugrah, Islahun Permata, and Dian Anggraeni, (2020); and Luluk Humairo Pimada (2020), but they focused on the effectiveness of flashcard techniques on learners’ writing, reading and speaking skills Some studies were conducted to investigate the beneficial use of flashcards

towards vocabulary teaching lessons, but just in the context of primary or secondary English classes at school

However, there have not been many studies on the effects of this teaching method on vocabulary retention Most of them used an experiment or a case study It

is obvious that not many studies were investigated on the impact of flash cards and simulation on learners' vocabulary memory Furthermore, action research is a very effective technique for teachers to reflect on interesting or problematic parts of their own teaching in a well-organized way and come up with effective solutions to enhance their teaching practice (Wallace, 1998) For these reasons, the researcher

decided to undertake the study “Using Flashcards to improve students’ vocabulary

at Sunrise Language Centre.”

1.2 Aims and objectives of the study

The study aims to investigate the effectiveness of the researcher’s deployment

of using flashcards to improve students’ vocabulary retention

The researcher identifies some of the study's primary objectives based on the aim above as follows:

- To explore the extent learners at Sunrise Language Centre, Ba Ria-Vung Tau Province improves their vocabulary learning through the researcher’s deployment of flashcard techniques

- To find out their opinions on and attitudes towards the use of flashcards techniques

- To examine the challenges that the students faced during the teacher's application to teach vocabulary

1.4 Significance of the study

Language learners who want to increase their vocabulary retention might be interested in this research Using flashcards enables students to see the value of flashcard-based vocabulary retention techniques Furthermore, the research explains vocabulary teaching strategies by providing a full overview of how flashcard-based techniques are used Finally, the researcher hopes that this study will become a reliable and up-to-date resource for future researchers who are interested in flashcard-based vocabulary retention strategies

1.5 Scope of the study

The study focuses on the use of flashcard-based strategies in vocabulary education In the ten-week course of the year 2021, the study was conducted out as

an action research project in English lessons for KET (The Key English Test) level learners in the last four – weeks of the course at Sunrise Language Centre in Chau Pha Hamlet, Phu My Town, Ba Ria -Vung Tau Province In terms of the scope of the study, the study first looked at how the intervention improved students' vocabulary

retention Second, the inquiry focused on students' perspectives and attitudes as well

as their difficulties during the learning process

1.6 Research methods

The study was conducted as an action research project on the implementation

of flashcard-based techniques in terms of games and storytelling activities, which was integrated as home-assigned tasks in the pre-existing syllabus of the class Both qualitative and quantitative methodologies were used in the research Vocabulary tests, questionnaires, student self-evaluation checklists, and student reflections were used to collect data

To quantify the magnitudes of the effects generated by flashcard-based activities on students' vocabulary memory, the data from the vocabulary tests and the reflection were compared using a paired sample T-test The information gathered from questionnaires, student self-evaluation checklists, and student reflections was used to reveal the participants' opinions on and attitudes toward using flashcard-based techniques to improve vocabulary retention and to identify several impediments they faced during the learning process

1.7 Structure of the thesis

The thesis is divided into five sections: (1) introduction, (2) literature review, (3) methodology, and (4) conclusions and recommendations (5) After the conclusion, there is a list of references and appendices

Chapter 1: Introduction

The general picture of the investigation is sketched in this chapter The rationale, aim, and objectives of the research are described, as well as the significance, research questions, scope, and methodologies of the study The Introduction provides a general overview of the research

Chapter 2: Literature review

Key terms including vocabulary retention, flashcard-based techniques, KET students, action research, opinions, attitudes, and difficulties were discussed in this chapter In addition, critical reviews of related studies are carried out

Chapter 3: Methodology

The methods for conducting the study were presented in this chapter The research technique was specifically demonstrated in detail at each level The research methodologies, research design, locations, participants, data collection instruments, and data analysis which are also justified

Chapter 4: Findings and discussions

The findings from the data were given in this chapter after the data collection process To address the research questions, these data are thoroughly evaluated The findings and discussion of the study are presented in this chapter which include the comprehensive results of the data analysis techniques

Chapter 5: Conclusion

The results of all the previous parts' analyses are summarized in this last chapter along with some research recommendations Furthermore, the possibility of limitations regarding the study's findings is acknowledged as are the study's pedagogical recommendations

CHAPTER 2: LITERATURE REVIEW

This chapter focuses on the study's theoretical background as well as a brief review of related studies Key terms like vocabulary teaching strategies, vocabulary retention, and flashcard-based techniques were all addressed in detail

as father-in-law and post office Finally, Barcroft, Sunderman, and Schmitt (2011)

believe that vocabulary includes lexical chunks, or phrases made up of two or more

words such as Good morning and Nice to meet you, because they are learned as single

lexical units

In short, different academics define the term vocabulary in different ways The study is based on the understanding that vocabulary refers to the overall number of words in a language as well as single words, phrases, or chunks of many words that can be used to communicate ideas and express a specific meaning (Hornby, 1995)

as father-in-law and post office Finally, Barcroft, Sunderman, and Schmitt (2011)

believe that vocabulary includes lexical chunks, or phrases made up of two or more

words, such as Good morning and Nice to meet you, because they are learned as single

lexical units

In short, the researcher concurs that the term "vocabulary" has various meanings according to different academic disciplines The study is grounded in the knowledge that vocabulary refers to the total number of words in a language as well

as single words, phrases, or groups of many words that can be used to convey ideas and have a particular meaning (Hornby, 1995)

2.1.2 The importance of vocabulary and vocabulary learning

The value of vocabulary outweighs the relevance of other characteristics of the language system including pronunciation, grammar, and discourse (Folse, 2004) According to Richards, vocabulary is one of the most visible aspects of language and one of the first things that people notice Furthermore, good language acquisition relies heavily on vocabulary Vocabulary is a fundamental component of skill and knowledge development Moreover, several experts define the significance of mastering vocabulary According to David Wilkins, cites by Thornbury, vocabulary

acquisition is more important than grammar learning because "without grammar, very little can be conveyed, and without vocabulary, nothing can be conveyed." In other words, someone who learns grammar can only express very little with it, whereas someone who learns vocabulary may use practically a lot with it McCarthy argued that no matter how thoroughly and successfully a student learns grammar and masters the sounds of a second language, communication cannot be achieved without words

From the given viewpoints, the researcher acknowledges that vocabulary learning plays a vital role in language acquisition The achievement of a foreign language learning student at school is linked to vocabulary development (Wallace, 1982) The size of a learner's vocabulary reflects their ability to learn to read, acquire new information, think and learn about the world, and accomplish tasks in that language

2.1.3 Dimensions of vocabulary knowledge

Scholars have provided a variety of perspectives on vocabulary knowledge dimensions Vocabulary can be divided into two categories according to Richards (1976) and Nation (1990): vocabulary breadth and vocabulary depth In other words, there are two basic dimensions to vocabulary words: how many words one knows and how well one knows those words According to Henriksen (1999), in order to properly understand a term, learners must be able to create purposeful links between the target words and other words they are familiar with It means that students must

be familiar with the target words' semantic network as well as its morphological, syntactic, and collocational characteristics According to Schneider, Healy, and Bourne (2002), vocabulary consists of four components: (1) the ability to pronounce

or spell, (2) the ability to distinguish one word from another, (3) the ability to associate L2 terms with their L1, and (4) the ability to detect L2 and L1 equivalence

To put it another way, vocabulary knowledge encompasses a wide range of aspects, including word pronunciation and spelling, word formation, lexical field, word families, synonym, antonym, word combination, homonymy, hyponymy, denotation, and connotation

Overall, the ongoing study's researcher supports the idea that knowing a word involves being able to recognize the spoken form of the word, pronounce, spell, and write the word, and then use the word in appropriate situations (Nation, 2000)

2.1.4 Vocabulary learning strategies

It is beneficial to remember several vocabulary learning strategies that will assist the researcher in determining which strategy is the most effective for her students

Oxford (1990) distinguishes between two types of vocabulary learning strategies: direct strategies and indirect strategies Direct strategies include cognition, memory, and compensation strategies, whereas indirect strategies support the learning process by “focusing, planning, evaluating, seeking opportunities, controlling anxiety, increasing cooperation and empathy, and other means” (Oxford,

1990, p.151) According to Schmitt (1997), the most used vocabulary learning strategies are using a dictionary, verbal and written repetition, and learning spelling, guessing meaning from context, and discussing meaning with peers Learning from context, dictionary use, vocabulary notetaking, rote rehearsal, encoding, word formation, semantic networks, and vocabulary in use are all task-dependent techniques for vocabulary learning according to Gu (2003) Language learning strategies are divided by O'Malley and Chamot (1990) into four categories: metacognitive, cognitive, social, and affective strategies Metacognitive methods are used to plan for language learning and to think about the process Cognitive strategies are those that deal with the manipulation of various learning processes as well as the assessment of the learning process Learners' communicative interactions with others are the focus of social approaches Affective strategies refer to measures used to deal with emotional problems

In summary, the researcher agrees with Oxford's (1996) ideas regarding indirect and direct vocabulary learning processes Vocabulary can be learned unintentionally through contextual experiences or purposely through well-designed

instructions Vocabulary development is a gradual process Simply speaking, learners gradually absorb words when they are stimulated Flashcard-based vocabulary strategies are appealing to visual learners and it can also be utilized to excite kinesthetic learners

2.1.5 Vocabulary teaching strategies by using flashcards

Various research on vocabulary acquisition show numerous vocabulary teaching strategies that visual stimuli increase and retain words more efficiently

One of the most common ways for teaching vocabulary according to Folse (2004), is to write a list of words with their definitions and then have students copy them down In their textbooks, students are frequently expected to perform several exercises on certain words Bourke (2011) agrees with Laufer, Meara, and Nation (2005) that repetition and frequent vocabulary drill are essential Any teaching strategies that enhance learners' interest with vocabulary, according to these researchers, are effective Extensive reading, according to Krashen (1989), allows pupils to deduce the meanings of unfamiliar words in certain circumstances, allowing them to acquire and retain more words Implicit reading and explicit instruction are more effective ways to learn vocabulary (Nation, 2001)

There are some vocabulary-teaching tasks that can be used in a classroom setting Six methods or activities for employing flashcards are mentioned as follows:

1 Flash: In this activity, students identify the word on one flashcard after being

shown it quickly This exercise is intended to introduce and review new vocabulary

2 Slowly-slowly: Cover the flashcards slowly as gradually reveal them so that

learners can identify the picture as soon as they see it

3 What's missing?: After having the students repeat some words while the

teacher removes a flashcard from the board and asks them to close their eyes, the

teacher then asks the class, "What is missing?" in order to help the students remember which card is missing

4 Magic eyes: Place six or more flashcards in a row on the board and instruct

students to repeat the word in an orderly way Then, remove the first flashcard and have them continue in the same technique with the second Through word representation pictures, this practice helps students in strengthening their recall of words

5 Lip reading: Display some flashcards on the board; mention one of the cards

without making a sound; students guess the word by recognizing the teacher's lips

6 Flashcard crosswords: Put some on the board, and explain the

characteristics of an image so that pupils can figure out what the teacher means

To summarize, there are a variety of vocabulary pedagogical approaches, each with its own set of advantages and disadvantages In this study, the researcher would like to use a flashcard-based project to encourage students to become more involved with words, and thereby learn and retain more vocabulary

2.1.6 Vocabulary retention and memory

Many studies have been undertaken on the topic of memory and language retention, as well as their relationship

Simply put, vocabulary retention according to Yali (2010), is the ability to recall and use a new term in the appropriate context after a period Furthermore, Yali (2010) claims that a combination of accidental learning such as reading material, and intentional vocabulary acquisition, such as particular explicit vocabulary exercises, results in improved retention and a greater depth of vocabulary knowledge

The impact of memory on vocabulary learning and success is important (Amiryousefi & Ketabi, 2011) Memory is divided into three forms by Zhang (2008): sensory memory, short-term memory, and long-term memory Long-term memory,

he says, is memory that lasts from an hour to a lifetime (Zhang, 2008) If enough time, proper attention, and frequent rehearsal of the information are provided, information held in sensory memory and short-term memory can be transferred to long-term memory (Mayer, 2014) Additionally, if there is a link between new and old information, new information can be absorbed into long-term memory

The researcher agrees that vocabulary retention refer to the ability to recall or remember items over a period based on past investigations (Richards & Schmidt,

2002, p 457) To put it another way, vocabulary retention is the ability to remember the meaning of new words or phrases after a certain amount of time has passed Learners must treat words actively rather than passively in order to transfer vocabulary knowledge from short-term memory to long-term memory They must also engage with the words in meaningful ways (Schmitt, 2000)

We can write the questions on one side of the cards and the answer on the other side of the cards to make flashcards (Edwards, 2006: 98) This is one of the best methods to use for studying and memorizing information Students can use flash cards to learn just about any information for any classes such as vocabulary, mathematical equations and formulas, terms and definitions or main ideas and topics

Base on definitions above about flashcards; the researcher can conclude that:

1 Flashcard is one of the teaching tools for education

2 Flashcard is a small piece of paper or card

3 Flashcards show pictures or words

4 Flashcard is one of the best tools for memorizing vocabulary

or individual students can arrange them correctly Structure can also be practiced with word flashcards

(Taken from http://www.uniqueteachingresources.com/Fry-1000-Instant- Words.html)

Figure 2.1 Word flashcards

 Picture flashcards

The term "flashcards" refers to a card with written or drawn text and/or images, according to Haycraft (1978: 102) David A Hill (1990) classified picture flashcards according to their size into three ‘key’ categories:

- “Large (20x30 cm): useful for whole-class work”

- “Medium (10x15 cm): useful for group-work”

- “Small (5x5 cm): useful for games and other group-work activities”

Picture flashcards can be used to teach, practice, and revise vocabulary or as suggestions for other activities such as illustrating the characters in a dialogue or

assisting students in improvising activities Simple replacement drills can be prompted with picture flashcards which can also be used to identify action verbs

(Taken from https://busyteacher.org/22197-toys.html)

Figure 2.2 Picture flashcards

2.2.3 The use of Flashcards as teaching tools

As flashcards contain pictures, words, symbols, or the real shape of the names

of objects, using them as an approach for teaching vocabulary can be a relaxing way

of teaching Due to the fact that flashcards are full-color images that appeal to EYL, they are one of the simplest and most effective instructional tools Flashcards are made up of objects that are grouped by category or class, such as collections of images

of foods, fruits, vegetables, home goods, automobiles, and clothing In class drills or for individual study, flashcards are a collection of cards with information, such as words, images, or numbers, printed on one or both sides (Teng and He, 2015) Typically, flashcards are used to teach vocabulary as the foundational knowledge that must be grasped before moving on to the next step It is excellent if this medium is utilized to teach young or starting students at the elementary level, because these three levels of schooling continue to emphasize vocabulary expansion This media will be full of great assistance to them When the teacher tells children a thing's name, they

do not have to imagine what it looks like; instead, they may look at a picture and figure out what it looks like As a result, they will have a good concept of the object’s shape

2.2.4 Advantages and Disadvantages of flashcards

 Advantages of flashcards

Based on Cross, there are several advantages of utilizing flashcards in language education (1991: 120) They are as follows:

a Flashcards can be used to reinforce vocabulary

b Flashcards are both stimulating and eye-catching

c Flashcards are efficient and can be utilized by students of all levels

d Flashcards are portable and may study practically anywhere and whenever a learner has spare time

e The target words can be grouped together logically using flashcards

f Flashcards are an inexpensive and easy way to learn vocabulary

g Flashcards connect L1 with the target language visually; and

h Flashcards can also be used to practice structure and word order as well as to play numerous games

 Disadvantages of flashcards

Aside from the benefits of using flashcards, there are few drawbacks to consider:

a Many flashcards must be arranged by subject (Scrivener, loc cit.)

b Flashcards need to be considered carefully and planned in advance

c Flashcards are often not big enough; students in the front may have a clear view of the flashcard, while those in the back might have a limited view

d In making flashcards, it is difficult to find pictures in the right size but simple enough It is difficult to find pictures in the proper size for flashcards, also they must

be as simple as possible Adrian, D (1993) Teach English: a training course for

teachers: teacher's workbook Cambridge University Press

Based on the explanations above, it can be stated that flashcards have numerous benefits and a few drawbacks The researcher conclude that flashcards are a teaching aid that both students and teachers require in order to keep interest and motivation Meanwhile, flashcards are a simple way for students and teachers to aid in the learning process, particularly when teaching learners of all levels When teachers wish to teach, they can use flashcards at any time and in any situations

2.2.5 Classification of flashcard-based techniques

According to Tanya Trusler (2017), there are numerous forms of flashcard-based techniques such as concentration, fishing, puzzles, word - matching games, dictionary, bingo, spelling bee, storytelling, pronunciation bee, guess who, and other categories in various vocabulary teaching practices The researcher, on the other hand, mainly focus on puzzle games and storytelling in this study

Janet Allen, Allen, J (1999) Stenhouse Publishers explains the technique “crossing puzzle games” as one of many educational games that can be used to make or see the connection between words, definitions, visuals, synonyms, and antonyms This is a cooperative learning strategy that encourages students to participate more actively in the teaching and learning process This game is a fun approach to get a first knowledge of words and concepts It is an alternative to traditional games activities

Storytelling, Kim, Y C., Shin, E., Cho, A., Jung, E., Shon, K., & Shim, H (2019) SNS dependency and community engagement in urban neighborhoods: The moderating role of integrated connectedness to a community storytelling

network Communication Research, 46(1), 7-32, is an old art form and an important form of human expression However, because story is so important to so many art forms, the term "storytelling" is often used in many ways In other words, storytelling

is the interactive skill of revealing the parts and pictures of a story through words and gestures while inspiring the listener's imagination

There is a link between crossing puzzle games and storytelling, with crossing puzzle games provided as the foundation for the latter (Matthew, 2014) Students can prepare for hypothetical future circumstances such as storytelling by playing crossing puzzle games In language training, both storytelling and word puzzle games are required The opportunities that games and storytelling provide are crucial

In short, the researcher decide to employ flascards in terms of both word puzzle games and storytelling as vocabulary teaching interventions in her own teaching environment in this study In less regulated and structured assignments, students are provided with flashcards and other times either language keywords, word information, or contexts and purposes Students form small groups base on keywords, materials, or contexts provided (Pi-Chong, 1990) Students first learn the words from flashcards, then they involve in playing word matching games, finally they tell the story based on a setting with a topic(s) or story(s), but the circumstance is made up

2.3 Overview of related studies

There have been a number of studies on teaching approaches for improving vocabulary and enhancing vocabulary retention The use of flashcard-based strategies

to improve learners' vocabulary retention has been well demonstrated in some international and national research The following discussion will summarize studies that look into the use and effectiveness of utilizing flashcards in EFL classes for

vocabulary retention

First, Habibi (2017) published a study called The Use of Flashcards in Improving Vocabulary Mastery of Students with Disabilities It was an action research in an integrated classroom utilizing flashcards to increase the vocabulary of disabled students in the second grade at SMP Dipenogoro, Junrejo, Batu in the academic year 2017/2018 The cycle consisted of four meetings plus a post-test meeting The researcher taught descriptive text to the students with disabilities at the first lesson The strategy was to use a flashcard to illustrate and explain the information, and then have them write at least one line based on the visual they saw The second meeting was dedicated to teamwork Each pair was made up of two pupils with the same disability and one group with a variety of disabilities Following the teacher's explanation of the content, each pair discussed the worksheet activity, compared answers with other pairs, and provided mutual assistance to students (only if they got problems) The team with the highest score will be rewarded The flashcards with arranging vocabulary from the teacher were provided to each pair in the third meeting After they had successfully answered the question, the flashcards were provided to the other pairs, and each couple then presented the flashcards of the other pair The fourth meeting consisted of the same flashcard, vocabulary flashcards distribution, and a post-test following the use of the flashcards The students were given the test, which they were required to complete on their own After monitoring and evaluating the data, it was discovered that, prior to the implementation of flashcards, all disabled students scored below 75 with the lowest score being 50 and the highest being 70

The standard minimal standards were not met by any of the six students All the students' scores passed the standard minimum threshold, with 80 being the lowest, and 100 as the highest score after utilizing the flashcard, particularly in the first cycle

Another study was action research in the seventh grade of Smp Pgri Karangampel academic year 2015-2016 by Zakki Auliya in 2016 in Indonesia The aims of this research were to learn more about the process of acquiring vocabulary through flashcards media and to see how students' vocabulary improved as a result of using flashcards This study was conducted through Classroom Action Research CAR The participants were of 30 students of class VII B of Smp Pgri Karangampel The CAR (classroom action research) was created using Kemmis and McTaggart's approach, with two cycles of planning, acting, observing, and reflecting in each cycle The information was acquired using both qualitative and quantitative methods Analyzing the interview and observation results yielded qualitative data The student's vocabulary score on the pre-test and post-test as well as the questionnaires were used to gather quantitative data The researcher discovered from Zakki Auliya’s discovery that flashcards media could promote English vocabulary mastering in seventh grade students at Smp Pgri Karangampel based on the actions taken in cycle

1 and cycle 2

One more research in Vietnam was a case study at a public high school in Hai Duong province It was conducted by Thi Thu Huong Ho, 2019 This study aimed to evaluate the usefulness of a digital vocabulary learning software called Quizlet to a more traditional method such as paper flashcards, among English as a Foreign Language (EFL) learners in Vietnam where the government was concerned about the teaching and learning of English The participants of the study were an intact class of

39 tenth graders (36 females and three males) After completing the procedure or teaching the materials the researcher gave the students pre-test, training (two one-hour reading and vocabulary learning sessions per week for four weeks) and immediate post-test as well as delayed post-test test to check students’ vocabulary by

using two different tools The findings indicated that both methods had a beneficial impact on vocabulary learning Quizlet also provides a few advantages over paper flashcards in terms of the language environment given for learning and the preferences of students Paper flashcards, on the other hand, had certain distinct advantages such as encouraging kids to practice pronouncing words which was not seen on Quizlet

All the research mentioned above have great detail about how flashcards canhelp with vocabulary retention These studies demonstrate that flashcard exercises have a substantial impact on expanding vocabulary and improving word retention because they demand learners to participate in a dynamic and engaging process of communication and engagement However, concerns like as participants, context, and methodology should be considered in these investigations

In terms of context and participants, most of the studies mentioned above took place in primary, secondary, and high schools In other words, the participants were students in elementary, secondary, or high school Because the researcher is an English teacher at a language center where KET level class consits of students between 12 and 14 years old, she picked students of different ages and mixed levels

to participate in this study

With regard to methodology, many of the previous studies concentrated on the implementation of worksheet, or digital software activities, but game-based storytelling such as word matching games and storytelling, received less attention It

is evident that few studies have been undertaken in the context of a language center

to improve vocabulary retention using word matching games and storytelling activities As a result, the researcher would like to do research specifically in her own classroom into the use of crossword puzzle games and storytelling in vocabulary instruction Furthermore, vocabulary exams and questionnaires are the most common means of data collection It is obvious that each instrument has benefits and

drawbacks On the disadvantages, interviews are somewhat prone to subjectivity and bias on the part of the interviewer (Cohen, et al., 2007) It is difficult to determine if students' vocabulary retention has improved just through vocabulary tests, because test scores do not disclose psychological or social elements that influence them As a result, the data will be collected using a range of measures, including vocabulary tests, student self-evaluation checklists, questionnaires, and student reflections

In general, the above mentioned studies show that using flashcard-based strategies to teach vocabulary has caught the interest of many scholars all over the world Each study has a particular collection of participants, setting, scope, and methods However, there have been few studies on the use of word matching games and storytelling to improve vocabulary retention among participants It is expected that the research would contribute to theoretical and empirical knowledge on vocabulary teaching strategies

Flashcards are one type of media that can be used in EFL/ ESL classroom Flashcards can be used to teach and practice vocabulary as well as to play many games Furthermore, flashcards can assist children in acquiring language in an engaging manner

According to the explanation above, the writer believed that using flashcards could help learners improve their vocabulary The study was based on two models:

The Input, Process, and Outcome IPO modified from Garris et al., 2002 and the Action Research model derived from Kemmis, McTaggart, and Nixon (2014) to make

the study of acquiring vocabulary through flashcards obvious (See the figure below)

2.5 Summary

To summarize, the chapter examines the research on various aspects of vocabulary acquisition, learning, and retention in relation to flashcard-based strategies as well as the impact of flashcard exercises on student vocabulary retention Several earlier research on the use of flashcard activities to learn vocabulary were also considered As a result, these understandings provide a gratifying foundation for continued work in the later chapters The research approach will be presented in the following chapter