THE IMPLEMENTATION OF LEARNING VOCABULARY USING FLASHCARD FOR YOUNG CHILDREN THROUGH GOOGLE CLASSROOM

Authors

  • I Gusti Ayu Winda Yuliantari Universitas Pendidikan Ganesha
  • Ni Nyoman Padmadewi Universitas Pendidikan Ganesha
  • I Gede Budasi Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.23887/jpbi.v9i3.38289

Keywords:

Vocabulary, Flashcard, Google Classroom, Young Children

Abstract

Vocabulary learning is one of the essential elements for young learners. This study aims to analyze the planning and implementation of flashcards in Google Classroom to teach vocabulary and analyze the advantages and disadvantages of flashcards in Google Classroom. This research is a case study with an English teacher in the fifth grade of elementary school. Data was collected using a list of observations and interview guides. The procedure for collecting data is conducting online observations in Google Classroom and conducting interviews with research subjects. The data collected was analyzed qualitatively with the analytical technique of Miles and Huberman. The results showed that there were four planning activities: checking the syllabus, determining the text or material to be taught, determining the teaching method, and preparing a lesson plan. Second, teachers do three stages in implementing flashcards in Google Classroom, namely Initial Activities, Core Activities, and Closing Activities. Third, the advantages of using flashcards in Google Classroom are motivating students to learn, avoiding boredom, building student interest, and helping students remember vocabulary according to pictures. This research implies that the use of flashcards to teach vocabulary using Google Classroom can positively impact students, especially young learners.

References

Abrams, Z. I., & Byrd, D. R. (2016). The effects of pre-task planning on L2 writing: Mind-mapping and chronological sequencing in a 1st-year German class. System, 63. https://doi.org/10.1016/j.system.2016.08.011.

Aji, R. H. S. (2020). Dampak Covid-19 pada Pendidikan di Indonesia: Sekolah, Keterampilan, dan Proses Pembelajaran Dampak Covid-19 pada Pendidikan di Indonesia: Sekolah, Keterampilan, dan Proses Pembelajaran. Jurnal Sosial & Budaya Syar-I, 5(1), 395–402. https://doi.org/10.15408/sjsbs.v7i5.15314.

Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students Acceptance of Google Classroom: An Exploratory Study using PLS-SEM Approach. International Journal of Emerging Technologies in Learning (IJET), 13(06), 112–123. https://doi.org/10.3991/ijet.v13i06.8275.

Albashtawi, A., Ham Albashtawi, A. H., & Bataineh, A. (2020). The effectiveness of google classroom among EFL students in Jordan: An innovative teaching and learning online platform. International Journal of Emerging Technologies in Learning, 15(11), 78–88. https://doi.org/10.3991/IJET.V15I11.12865.

Alqahtani. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, III(3), 21–34. https://doi.org/10.20472/te.2015.3.3.002.

Amrina, R., & Sundari, H. (2021). Learning from Home Environment : Academic Writing Course for EFL Undergraduates through Google Classroom Application. Studies in English Language and Education, 8(2), 710–725. https://doi.org/10.24815/siele.v8i2.18374.

Andrade, M. S., Evans, N. W., & Hartshorn, K. J. (2014). Linguistic support for non-native English speakers: Higher education practices in the United States. Journal of Student Affairs Research and Practice, 51(2). https://doi.org/10.1515/jsarp-2014-0020.

Anggraini, R. D., Listyarini, I., & Huda, C. (2019). Keefektifan Model Picture And Picture Berbantuan Media Flashcard Terhadap Keterampilan Menulis Karangan. IJEE (Indonesian Journal of English Education), 3(1), 37. https://doi.org/10.23887/ijee.v3i1.17282.

Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education (8th ed.). Wadsworth.

Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76.

Chen, R. W., & Chan, K. K. (2019). Using Augmented Reality Flashcards to Learn Vocabulary in Early Childhood Education. Journal of Educational Computing Research, 57(7), 1812–1831. https://doi.org/10.1177/0735633119854028.

Destiyanti, C., Amin, M., & Putera, L. J. (2021). Gender-Based Analysis of Students’ Ability in Answering Factual and Vocabulary-in-Context Questions of the TOEFL-Like Reading Comprehension Test. Palapa: Jurnal Studi Keislaman Dan Ilmu Pendidikan, 9(1). https://doi.org/10.36088/palapa.v9i1.926.

Fidiyanti, L. (2020). Penggunaan Media Pembelajaran Flashcard Untuk Meningkatkan Penguasaan Vocabulary Dengan Materi Narrative Teks. Journal of Education Action Research, 4(1), 44. https://doi.org/10.23887/jear.v4i1.23437.

Fitriyana, N., Ningsih, K., & Panjaitan, R. G. P. (2020). Penerapan Model Pembelajaran Savi Berbantuan Media Flashcard Untuk Meningkatkan Aktivitas Dan Hasil Belajar. Edukasi: Jurnal Pendidikan. https://doi.org/10.31571/edukasi.v18i1.1667.

Guswara, A. M. (2020). The Contribution of Google Classroom Application and Motivation to The Learning Outcomes of Web Programming. Educational Technology, 4(4), 1–9. https://doi.org/10.23887/jet.v4i4.29896.

Habibi, N. (2017). The Use of Flashcards in Improving Vocabulary Mastery of Students with Disability. Inklusi Journal Of Disability Studies, 121. https://doi.org/10.14421/ijds.040203.

Haka, N. B., Anggita, L., Anggoro, B. S., & Hamid, A. (2020). Pengaruh Blended Learning Berbantukan Google Classroom Terhadap Keterampilan Berpikir Kreatif Dan Kemandirian Belajar Peserta Didik. Edu Sains Jurnal Pendidikan Sains & Matematika. https://doi.org/10.23971/eds.v8i1.1806.

Hamer, W., & Rohimajaya, N. A. (2018). Using Flash Card as Instructional Media to Enrich the Students’ Vocabulary Mastery in Learning English. Journal of English Language Studies, 3(2), 167. https://doi.org/10.30870/jels.v3i2.3875.

Hidayati, A. N., Dewi, N. S. N., Nurhaedin, E., & Rosmala, D. (2020). The Effect of Google Classroom in Blended Learning on University Students English Ability. J-SHMIC : Journal of English for Academic, 7(1), 66–76. https://doi.org/10.25299/jshmic.2021.vol8(1).6216.

Ho, Y.-Y. C. (2020). Communicative language teaching and English as a foreign language undergraduates’ communicative competence in Tourism English. Journal of Hospitality, Leisure, Sport & Tourism Education, 27. https://doi.org/10.1016/j.jhlste.2020.100271.

Huberman, A., & Miles, M. (2012). Understanding and Validity in Qualitative Research. In The Qualitative Researcher’s Companion. https://doi.org/10.4135/9781412986274.n2.

Khalil, Z. M. (2018). EFL Students’ Perceptions towards Using Google Docs and Google Classroom as Online Collaborative Tools in Learning Grammar. Applied Linguistics Research Journal, 2(2), 33–48. https://doi.org/10.14744/alrj.2018.47955.

Khusniyah, N. L., & Hakim, L. (2019). Efektivitas Pembelajaran Berbasis Daring: Sebuah Bukti Pada Pembelajaran Bahasa Inggris. Jurnal Tatsqif, 17(1), 19–33. https://doi.org/10.20414/jtq.v17i1.667.

Kumar, J. A., Bervell, B., & Osman, S. (2020). Google classroom : insights from Malaysian higher education students ’ and instructors ’ experiences. Education and Information Technologies, 25. https://doi.org/10.1007/s10639-020-10163-x.

Kurniawati, M., Santanapurba, H., & Kusumawati, E. (2019). Penerapan Blended Learning Menggunakan Model Flipped Classroom Berbantuan Google Classroom Dalam Pembelajaran Matematika Smp. EDU-MAT: Jurnal Pendidikan Matematika, 7(1), 8–19. https://doi.org/10.20527/edumat.v7i1.6827.

Kusumawati, P., Sudirman, & Kusuma, P. I. (2017). the Effect of Digital Flashcard on Students ’ Vocabulary Mastery of the Fourth Grade Students At Sd Negeri 1 & 2 Paket Agung in the Academic Year 2016 / 2017. Jurnal Pendidikan Bahasa Inggris Undiksha, 5(2). https://doi.org/10.23887/jpbi.v5i2.13324.

Ling, G., Powers, D. E., & Adler, R. M. (2014). Do TOEFL iBT® scores reflect improvement in English-language proficiency? Extending the TOEFL iBT validity argument. ETS Research Report Series, 1. https://doi.org/10.1002/ets2.12007.

Luciana, N. L. R. (2020). Teachers’ Readiness in Inserting the 21st Century Skills in the Lesson Plan in Teaching English. Jurnal Pendidikan Dan Pengajaran, 53(2), 168. https://doi.org/10.23887/jpp.v53i2.26406.

Maharani, N., & Kartini, K. S. (2019). Penggunaan google classroom sebagai pengembangan kelas virtual dalam keterampilan pemecahan masalah topik kinematika pada mahasiswa jurusan sistem komputer. PENDIPA Journal of Science Education, 3(3), 167–173. https://doi.org/10.33369/pendipa.3.3.167-173.

Mahdi, H. S. (2018). Effectiveness of Mobile Devices on Vocabulary Learning: A Meta-Analysis. Journal of Educational Computing Research, 56(1). https://doi.org/10.1177/0735633117698826.

Mahitsa, M., & Mahardini, A. (2020). Analisis Situasi Penggunaan Google Classroom pada Pembelajaran Daring Fisika. Jurnal Pendidikan FIsika, VIII(2), 215–224. https://doi.org/10.24127/jpf.v8i2.3102 ANALISIS.

Noge, M. D. (2019). Penerapan Model Pembelajaran Bilingual Preview-Review Berbasis E-Flashcard Untuk Meningkatkan Aktivitas Dan Prestasi Belajar Bahasa Inggris Siswa SMP. Journal of Education Technology, 2(1), 13. https://doi.org/10.23887/jet.v2i1.13801.

Nurlaily, V. A., Soegiyanto, H., & Usodo, B. (2019). Elementary school teacher’s obstacles in the implementation of problem-based learning model in mathematics learning. Journal on Mathematics Education, 10(2), 229–238. https://doi.org/10.22342/jme.10.2.5386.229-238.

Okmawati, M. (2020). The Use of Google Classroom during Pandemic. Journal of English Language Teaching, 9(2), 438. https://doi.org/10.24036/jelt.v9i2.109293.

Parvareshbar, F., & Ghoorchaei, B. (2016). The Effect of Using Short Stories on Vocabulary Learning of Iranian EFL Learners. Theory and Practice in Language Studies, 6(7), 1476. https://doi.org/10.17507/tpls.0607.20.

Perez, M. M., Noortgate, W. Van Den, & Desmet, P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41(3). https://doi.org/10.1016/j.system.2013.07.013.

Permai, B., Clement, S., & Yunus, M. (2021). English Teaching Amidst the COVID-19 Pandemic : Teacher Issues and Challenges Community of Inquiry ( COL ). Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(5), 103–116. https://doi.org/10.47405/mjssh.v6i5.797 Malaysian.

Permata, A., & Bhakti, Y. B. (2020). Keefektifan Virtual Class dengan Google Classroom dalam Pembelajaran Fisika Dimasa Pandemi Covid-19. JIPFRI (Jurnal Inovasi Pendidikan Fisika Dan Riset Ilmiah), 4(1), 27–33. https://doi.org/10.30599/jipfri.v4i1.669.

Putra, I. N. A., Jampel, I. N., & Sudatha, I. G. W. (2018). Pengembangan Multimedia Flashcard Untuk Meningkatkan Kemampuan Menyimak Di TK Negeri Pembina Singaraja. Edutech Undiksha, 6(1), 32. https://doi.org/10.23887/jeu.v6i1.20260.

Rafique, G. M., Mahmood, K., Warraich, N. F., & Rehman, S. U. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. The Journal of Academic Librarianship, 47(3), 102346. https://doi.org/10.1016/j.acalib.2021.102346.

Rohmatillah. (2014). A Study On Students’ Difficulties In Learning Vocabulary (Bachellors’ Degree). Jurnal Raden Intan Lampung, 3(1), 69–86. https://doi.org/10.24042/ee-jtbi.v6i1.520.

Saeedakhtar, A., Haqju, R., & Rouhi, A. (2021). The impact of collaborative listening to podcasts on high school learners’ listening comprehension and vocabulary learning. System, 101. https://doi.org/10.1016/j.system.2021.102588.

Safitri, R. W., Primiani, C. N., & Hartini, H. (2018). Pengembangan Media Flashcard Tematik Berbasis Permainan Tradisional Untuk Kelas IV Sub Tema Lingkungan Tempat Tinggalku. Pendidikan Dasar Dan Pembelajaran, 8(1), 11. https://doi.org/10.25273/pe.v8i1.1332.

Saraswati, W., Budiman, M. A., & Rahmawati, I. (2020). Pembelajaran Bahasa Inggris Di SD Negeri Petompon 01 Semarang. Jurnal Sekolah, 4(4). https://doi.org/10.24114/js.v4i4.20616.

Setiawan, I. M. D., & Ari Oka, I. D. G. (2020). The Use of Audio-Visual Assisted Google Classroom for Mathematics Course. Journal of Education Technology, 4(3), 244. https://doi.org/10.23887/jet.v4i3.28529.

Sibuea, T. F. B. (2018). Students’ Perceptions on the Use of Google Classroom To Support Blended Learning for the Pengantar Linguistik Umum Course. Lingua : Jurnal Ilmiah, 14(2), 49–63. https://doi.org/10.35962/lingua.v14i2.45.

Sirivedin, P., Soopunyo, W., Srisuantang, S., & Wongsothorn, A. (2018). Effects of Facebook usage on English learning behavior of Thai English teachers. Kasetsart Journal of Social Sciences, 39(2). https://doi.org/10.1016/j.kjss.2018.03.007.

Soni, Hafid, Hayami, Fatma, Wenando, Amien, Fuad, Unik, & Mukhtar. (2018). Optimalisasi Penggunaan Google Classroom, E-Learning & Blended Learning sebagai Media Pembelajaran Bagi Guru dan Siswa di SMK Negeri 1 Bangkinang. Jurnal Pengabdian Untukmu Negeri, 21. https://doi.org/10.37859/jpumri.v2i1.361.

Suhery, S., Putra, T. J., & Jasmalinda, J. (2020). Sosialisasi Penggunaan Aplikasi Zoom Meeting Dan Google Classroom Pada Guru Di Sdn 17 Mata Air Padang Selatan. Jurnal Inovasi Penelitian, 1(3), 129–132. https://doi.org/10.47492/jip.v1i3.90.

Suhroh, F., & Cahyono, B. Y. (2020). The Perspective of Indonesian Teachers on the Google Classroom Usage in Blended Teaching. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(10), 1495–1502. https://doi.org/10.17977/jptpp.v5i10.14139.

Taharyanti, G. A. P. (2017). Developing Flashcards and the Manual Book for Teaching English Vocabulary for Young Learners in Singaraja. Journal of Psychology and Instructions, 1(2), 71. https://doi.org/10.23887/jpai.v1i2.10362.

Talebi, M., & Marzban, A. (2015). The Effect of Teaching Critical Reading Strategies on Advanced Iranian EFL Learners’ Vocabulary Retention. Theory and Practice in Language Studies, 5. https://doi.org/10.17507/tpls.0503.17.

Thoyyibah, N., Hartono, R., & Bharati, D. A. L. (2019). The Implementation of Character Education in the English Teaching Learning Using 2013 Curriculum. English Education Journal, 9(2), 254–266. https://doi.org/10.15294/eej.v9i2.30058.

Tivnan, T. (2015). The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools. Journal of Education for Students Placed at Risk, November 2008. https://doi.org/10.1080/10824660802427710.

Trisnanti, I. A. N. L., Tirtayani, L. A., & Putra, I. K. A. (2018). Pengaruh Media Flashcard Bilingual Terhadap Kemampuan Kosakata Bahasa Inggris Permulaan Anak Kelompok B TK Gugus Mawa. Journal Pendidikan Anak Usia Dini Undiksha, 6(3), 346. https://doi.org/10.23887/paud.v6i1.15200.

Vonti, L. H., & Rahmah, M. (2019). The use of Hybrid/Blended Learning in Understanding of English Structure Subject to Improve Students’ Achievement and Their Digital Literacy. JHSS (Journal of Humanities and Social Studies), 03(02), 99–102. https://doi.org/10.33751/jhss.v3i2.1467.

Wahyudin, A. Y., Jepri, D., Simamora, M. W., Pratiwi, I. W., & Rina, A. (2020). Penggunaan komik digital toondoo dalam pembelajaran Bahasa inggris tingkat Sekolah menengah. Jurnal of Social and Tevhnologi for Community Service, 1(1), 1–6. https://doi.org/10.33365/jta.v1i1.673.

Ying, Y., Marchelline, D., & Wijaya, G. (2021). Using Technology-Flashcard to Encourage Students Learning Mandarin. Journal of Physics: Conference Series, 1764(1). https://doi.org/10.1088/1742-6596/1764/1/012138.

Zarei, A. A., & Afshar, N. S. (2014). Multiple Intelligences As Predictors Of Reading Comprehension And Vocabulary Knowledge. Indonesian Journal Of Applied Linguistics, 4(1). https://doi.org/10.17509/ijal.v4i1.598.

Downloads

Published

2021-12-12

Issue

Section

Articles