A STUDY OF ENGLISH TEACHER’S PRACTICES IN DEVELOPING STUDENTS’ VOCABULARY MASTERY USING FLASHCARD AND COLORING AT BAN BANGOISINAE THAILAND PRIMARY SCHOOL

Faiz Sabila, Ghefira (2025) A STUDY OF ENGLISH TEACHER’S PRACTICES IN DEVELOPING STUDENTS’ VOCABULARY MASTERY USING FLASHCARD AND COLORING AT BAN BANGOISINAE THAILAND PRIMARY SCHOOL. Undergraduate thesis, UIN KIAI HAJI ACHMAD SIDDIQ JEMBER.

Text Ghefira Faiz Sabila fix.pdf Download (10MB)

Abstract

English in Thailand is still categorized as a foreign language
(Boonsuk & Ambele, 2021). Consequently, many primary school students
struggle with vocabulary mastery, which becomes a major obstacle in learning
English. Observations at Ban Bangoisinae Thailand Primary School showed that
students’ low motivation and limited vocabulary knowledge made it difficult for
them to participate actively in English learning. Therefore, teacher need to apply
appropriate and engaging strategies in teaching vocabulary to young learners.
Considering this situation, the teacher employed visual and hands-on techniques,
namely flashcards and coloring activities, to make vocabulary learning more
meaningful, enjoyable, and easier to remember for students.
Thus, the research questions of this study were how the teacher
planned vocabulary teaching strategies using flashcards and coloring, how the
teacher implemented vocabulary teaching strategies using flashcards and coloring,
and how the teacher evaluated students’ vocabulary development. Furthermore,
this study aimed to explore the teacher’s practices in planning, implementing, and
evaluating vocabulary instruction at Ban Bangoisinae Thailand Primary School.
This study employed a qualitative case study design, allowing the
researcher to explore the teacher’s practices in an in-depth and contextual manner.
The subject was selected through purposive sampling, involving one English
teacher who teaches vocabulary to young learners at Ban Bangoisinae Thailand
Primary School. The data analysis applied Miles and Huberman’s theory, which
includes data collection, data condensation, data display, and conclusion drawing.
To ensure the validity of data, the researcher used source triangulation and
technique triangulation.
The results of this research were as follows: (1) in the planning
stage, the teacher identified students’ proficiency level, selected simple
vocabulary topics, prepared picture flashcards and coloring worksheets, and
arranged lesson steps systematically in the lesson plan. (2) The exploration of
teacher’ practices in developing students’ vocabulary mastery was divided into
four parts: the goal, the material, the procedure, and the evaluation. The goals
were to help students understand vocabulary more easily, increase their
motivation, and support their confidence in learning English. The materials used
were simple and visual, focusing on animal vocabulary through picture flashcards
and coloring worksheets. The procedure consisted of greeting, vocabulary
introduction using flashcards, small practice activities, coloring tasks, and review.
(3) The evaluation of vocabulary mastery was conducted through informal
assessment during the lesson such as repetition, questioning, and matching
activities and formal assessment through periodic writing tests that required
students to write, complete, or label vocabulary. These practices showed that
flashcards and coloring effectively supported young learners in understanding and
remembering vocabulary in a fun and engaging way
Keywords: Teacher Practices, Flashcard and Coloring, Vocabulary Mastery

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