EXPLORING THE USE OF FLASHCARD IN TEACHING ENGLISH VOCABULARY AT BAN BUKETAMONG SCHOOL, THAILAND

Nabil, Muhammad (2025) EXPLORING THE USE OF FLASHCARD IN TEACHING ENGLISH VOCABULARY AT BAN BUKETAMONG SCHOOL, THAILAND. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq jember.

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Abstract

ABSTRACT
Muhammad Nabil, 2025: Exploring The Use of Flashcard in Teaching English Vocabulary.
Keywords: Teaching English Vocabulary, Flashcard
Teaching vocabulary is essential for English learning in Thailand, where English is still categorized as a foreign language. Students at Ban Buketamong School face several challenges, including limited vocabulary, low motivation, and minimal exposure to English outside the classroom. These conditions make vocabulary learning difficult and require the teacher to use effective and engaging learning media. Flashcards are visual tools that support comprehension, motivation, and long term retention.
Thus, the research questions of this study were: how did the teacher plan and implement flashcards in teaching English vocabulary at Ban Buketamong School, Thailand, and how did the teacher evaluate the use of flashcards in teaching English vocabulary. This study aimed to explore the planning and implementation of flashcards in teaching English vocabulary and to describe the teacher’s evaluation of vocabulary learning through flashcards at Ban Buketamong School, Thailand.
Descriptive qualitative was the research design of this study. Observation, interview, and document review were the techniques used in collecting data. The research subjects were selected using purposive sampling, involving one English teacher and 19 students of the 8th grade of Ban Buketamong School. The data analysis used data condensation, data display, and conclusion drawing. To ensure the validity of the data, the researcher used technique triangulation and source triangulation.
The results of the research were as follows; (1) the exploration of the planning of flashcards in teaching English vocabulary at Ban Buketamong School included preparing the lesson plan, determining the vocabulary materials to be taught, preparing teacher made laminated picture flashcards, and arranging learning activities. (2) the exploration of the implementation of flashcards consisted of three main aspects: goals, materials, and procedures. The goals were to help students understand vocabulary through visual support, to increase students’ engagement during the lesson, and to improve students’ vocabulary retention. The materials used were daily activities and nature. The procedures were divided into three phases: the introduction phase, the practice phase, and the review phase. (3) The evaluation conducted by the teacher included formative and summative assessments. The formative assessment was carried out through oral questioning, observation of students’ participation, and immediate correction during the learning process, while the summative assessment was conducted through picture based quizzes and multiple choice items to describe students’ level of vocabulary understanding, accuracy in choosing answers, and overall learning responses after the implementation of flashcards

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