CHAPTER I

INTRODUCTION

a. Background

Vocabulary as a major component of language learning has been the object

of numerous studies each of which has its own contribution to the field. Laufer
(1997) states that vocabulary learning is at the heart of language learning and
language use. In fact, it is what makes the essence of a language. Vocabulary
learning is an intrinsic part of language teaching. A number of teachers agree that
there is very little research carried out in the field of vocabulary learning (Folse,
2504; Hunt & Beglar, 2505) and that the most effective means of vocabulary
learning is still unclear (de Groot, 2506). In the literature of English language
teaching and learning a recurring theme has been the neglect of vocabulary. It was
often given little priority in language programs and was often left to look after
itself and received only incidental attention in textbooks and language programs
(Hedge, 2508; Richards & Renandya, 2502). In the past of language teaching,
vocabulary learning and teaching were given little importance. As Moir and
Nation (2508) write, at one time it was widely assumed that lexical instruction is
not essential as it can happen by itself; therefore, the teaching of vocabulary was
not popular (Nation, 1990). However, nowadays, the significance of vocabulary
and its significance in learning a language have become more accepted. Griffiths
(2503, 2506) points out, for example, that recently the significance of teaching
vocabulary has been acknowledged.
A number of research studies recently conducted have dealt with lexical
problems of language learners. Scholars such as Allen (1983) and Bowen (1985)
have shown that lexical problems frequently interfere with communication; in
other words, communication breaks down when people do not use the right words.
Therefore, there is an increased interest in vocabulary as a component of every
language. One way to add new words to one‟s vocabularies is by locating words
in the dictionary and learning what they mean.

1
But this is a slow process to increase word power. Another way is learning
through vocabulary card or flash card. As we listen and read, we often meet new
words by flash card. Word lists and flash cards can be used for the initial exposure
to a word, but most students continue to use them to review it afterwards. One
main advantage of flash cards is that they can be taken almost anywhere and
studied when one has a free moment (Brown, 2500). Another is that they can be
arranged to create logical grouping of the target words (Gairns & Redman, op.
cit.;; Cohen, 1990). www.ccsenet.org/ies International Education Studies Vol. 5,
No. 3; June 2512 Published by Canadian Center of Science and Education 135
Some teachers indicate that working with flash cards help learners in acquiring
vocabulary more effectively than word lists (Mondria & Mondria-de Vries, 1994;
Schmitt & Schmitt, 1995). It can be seen that flash cards have been used for
teaching a variety of purposes during the history of language teaching. An
example is to help students to improve word recognition if they are poor readers
(Culyer, 1988). Another example is to teach students to practice their vocabulary
development and completion drills in the learning of foreign language (Ervin,
1988). Flash cards have also been used in teaching English as second language
(Hart, 1982). They are used not only for teaching vocabulary but also for teaching
propositions, articles, sentence structures, tenses, and phrasal verbs (Palka, 1988).
In addition to teaching vocabulary, flash cards have been used to improve
both comprehension and reading speed (Tan & Nicholson, 1997). In one
investigation on flash cards, Ehri and Roberts (1979) studied whether first graders
learn printed words better in contexts or in isolation. Post-test scores indicated
that context-trained children learned more about the semantic identities of printed
words, while flashcard-trained children could read the words faster and learned
more about orthographic forms. In another study, Cuvo and Klatt (1992)
compared the effects of three instructional conditions:
1) using flash cards for teaching sight words
2) teaching community-referenced sight words
3) phrases with a videotape in school setting and teaching the sight words with the
natural signs in community to adolescents with mild and moderate mental

2
retardation. The results revealed that in all three conditions rapid acquisition of the
community-referenced sight words occurred and there was also a generalization
from the videotape and flashcard conditions to the community sites.
The results of these studies indicate the positive effects of flash cards on
language learning despite the fact that some teachers have argued that they should
be used as a device to create fun classrooms (Nicholson, 1998). According to Din
and Wienke (2501) the flash card use approach is an effective training and
learning method for high school teachers and students in chemistry study and also
flash cards can be used to effectively help teachers teach, students learn and
comprehend chemistry vocabulary. Furthermore, in a recent study concerning the
use of flash cards, Baleghizadeh and Ashoori (2511) investigated the effects of
using flash cards and word lists on EFL students‟ learning of foreign language
vocabulary. The result of their study indicated that there is no significant
difference in the efficiency of flash cards compared to word lists and also offered
partial support to the hypothesis that flash cards could lead to better learning than
word lists. As the above literature review indicates, research on the effectiveness
of using flash cards in the teaching and learning process is limited. Whether flash
cards can be used to positively facilitate teaching and learning vocabulary remains
to be studied.

b. Problem Formulation

Although vocabulary has been the subject of many studies, few researches
have revealed the effective techniques of vocabulary teaching. So it is of prime
importance to attempt to find the most effective technique of vocabulary teaching.
According to Allen(1983), all experienced language teachers confirm the
important role of words and know that the lack of them leads to feeling of
insecurity.
Vocabulary is an inseparable part of any language learning process. It
would be impossible to learn a languagewithout vocabulary. The important role of
vocabulary has been emphasized in all different methods in language teaching.
According to Rivers (1981), “vocabulary cannot be taught. It can be presented,

3
explained, included in all kinds of activities, but it must be learned by the
individual” (p. 110). According to Rahimi and Sahragard (2508), learning a
foreign or second language at intermediate and advanced
levels of proficiency involves the acquisition of thousands of words.
Language learners look for effective ways to increase opportunities for retaining
new words in long-term memory, but forgetting is a common problem. Language
learners often complain that they forget new words soon after learning them. The
importance of vocabulary learning also poses some challenges for teachers. They
like to know in what ways instructional programs might foster the acquisition of
so many words.
According to the problems mentioned and purpose of the study the following
questions were posed:
1. Is there any significant difference between the impact of traditional
teaching method and using vocabulary flash card on students‟ vocabulary
knowledge?
2. Does using vocabulary flash card have a positive effect on students‟
vocabulary knowledge?

c. Objective discussion

Based on a review of literature and the aforementioned lines of reasoning

the following objective was formulated.
1. To know the significant scores of the students in the experimental
group who apply vocabulary flash card and the mean scores of those
students in the control group who do not apply vocabulary flash card
2. To know using vocabulary flash card have a positive effect on senior
hight students‟ vocabulary knowledge in the experimental group at the
end of the study and treatment.
In general, this study aims to know how the first grade students of SMAN
1 Bajawa in can master use vocabularies when they are learning English.

4
 Besides, in particular this study aims to describe how the improved
Vocabulary Strategy employed in teaching vocabulary through flascards to the
first grade students of SMAN 1 Bajawa.

d. Significance of the study

Theoretically, the result of this study will give contribution to the theory of
teaching vocabulary by using flash card, and to the discussions on the importance
of flash card in improving young learners’ mastery on vocabulary.
Practically, This study is expected to give contributions to:
The English Teacher:
It can help teachers in delivering the effective way on teaching learning
process on vocabulary by using flash card. It will provide some
information about students’ mastery on vocabulary.
The students:
There are many advantages of this study for students. This study helps the
students in gaining their motivation in learning English especially in
vocabulary and it can help the students to express their idea easily.
Therefore, they will be happy to have new impressions on vocabulary by
using flash card.

5
 CHAPTER 2

DISCUSSION

Before we start our investigation of the vocabulary flash card strategy on

the vocabulary knowledge, it is necessary to clarify some of the fundamental
concepts involved in it.

A. Definition of Vocabulary

A person's vocabulary is the set of words they are familiar with in a

language. A vocabulary usually grows and evolves with age, and serves as a
useful and fundamental tool for communication and acquiring knowledge.
Language teaching specialists generally agree that vocabulary is one of the most
important aspects for foreign language learners to acquire since it is critical in
conveying the meaning of a message. Vocabulary, in the abstract, represents a set
of words for a language or a set of words that its speakers might use (Hatch &
Brown, 1999). A word as a “single unit of language” (Oxford Advanced
Learner‟s Dictionary 2500), conveys meaning on its own and is not part of any
linguistic pattern that might change the word‟s meaning in connection with other
words.
Vocabulary Learning Increasingly, research in vocabulary emphasizes the
importance of lexical learning in foreign language classrooms.Therefore, learning
a foreign language means acquiring a non-native language outside the country
where it is officially used. Vocabulary in the EFL classroom plays a very
important role since it is crucial to conveying
meaning and expressing one‟s ideas. Hence, students consider words to be
important and are keen to learn them (Leki & Carson 1994; Sheorey & Mokhtari
1993; cited in Coady, 1997).

6
Vocabulary learning strategy emphasizes the importance of classroom activities
since mainstream students are usually exposed to a foreign language only during
class. Language activities should be age-appropriate for the learner and appeal to
their needs (Allen 1983; cited in Coady, 1997). Classroom activities can be
applied to any teaching method as long as the teacher considers the level of
language proficiency of the students. Meanwhile, the various factors that affect
vocabulary learning in the foreign language class need to be considered by the
teacher, who also needs to be aware that second language learners have different
academic needs than students learning their first language. Although different
types of learner personalities prefer different lexical learning strategies, it is
important that students are exposed to various kinds of instruction in order to
successfully acquire productive knowledge of words.

B. Teaching vocabulary
1. Definition of Teaching
Alvin W. Howard, gave more complete teaching definition. Alvin said:
“teaching is an activity that tries to help, to guide someone to get, to change or
to develop skill, attitude, ideals, appreciations and knowledge.
Teaching is complex behavior. To interpret it in simple terms lead to
misunderstanding. This, in fact, is what is done by many non-educators, and
result in distorted nations about the role of teacher and the needs of school.
More tragically, some teacher are also guilty of this kind simplistic if well-
intentioned, thinking as reflected an classroom approaches that disregard
professionally endorsed pedagogy and rely on unexamined traditional practice
and personal intuition. Their concept of teaching is more like to be a bag of
tricks that a synthesis of sound principles.
Teaching is, in the final analysis, a personal invention. Individual
teacher, meanwhile, are as different from one another as everyone else in the
population. For example, a teacher who has a highly developed sense of

7
 humor may banter with students and use quips, the overall effect of which can
be quite positive.1
2. Definition of Teaching Vocabulary
Teaching vocabulary is clearly more than just presenting new words2. It
requires the students’ ability to understand and use those words correctly.
There is a big difference between knowing the words and understanding them.
A student may know how to pronounce a word and it’s meaning, but he/she
cannot write that word and use it correctly.In this case, that student only
knows but he/she does not understand.

Traditionally, the teaching vocabulary above elementary levels was mostly

incidental, limited to presenting new items as they appeared in reading or
sometimes listening texts. This indirect teaching of vocabulary assumes that
vocabulary expansion will happen through the practice of other language skill,
which has been proved not enough to ensure vocabulary expansion.

3. Teaching and Learning Strategies

Suyanto said that there are some techniques to teach vocabulary for the
English Young Learners; listen and repeat, listen and do, question and answer,
substitution, draw and color, listen and identify, see differences, group
discussion, cooperative learning, modeling and demonstration and concept
mapping.3

a. Listen and Repeat.

8
The teacher says something and the students only listen. Then, the teacher says
againand asks them to repeat what the teacher says. To introduce new words,
the teacher can use flash cards in this activit
b. Listen and Do
The teacher says something and the students listen carefully. Then, the
students do what the teacher says. The students respond it by doing what
their teacher says.
c. Question and Answer
The teacher starts to ask something and give sample of the answer. Then,
the students imitate; after that the teacher asks something and the students
answering the question. Before answer the question, the students must listen
and understand the question.
d. Substitution
The teacher looses one part of sentence and asks the students to substitute
with other similar word. The teacher can use media: flash cards, flip cards,
poster, or regalia.
e. Draw and Color
This technique can be done after the students know some words, things, and
colors, such as rabbit, carrot, orange, and green. Both the picture and the
color are matched to student’s interest and the context or real life.
f. Listen and Identify
In English, practicing to identify sound is the important thing to do because
of wrong pronunciation will have different meaning. In this activity, the
teacher gives two similar sounds by using interesting way, for example by
using “minimal pairs” for vowel and some consonant.
g. See Differences
The students try to observe and find out the differentiations of two things or
pictures. This activity is useful for the student’s accuracy.
h. Group Discussion
The teacher gives the problem to the group, and then they discuss about it. It
helps the students to be more active.

9
 i. Cooperative Learning
Every students learn together, they must work together to give the reports or
the tasks that are given by the teacher.
j. Modeling and Demonstration
Modeling and demonstration are the strategy to give example to the students
about how they do, learn, and make something.
k. Concept mapping
This activity is used to lead the students hook some concepts or things that
are known with other concept. The teacher can use it to connect something
new with known thing

C. Flash Card (FC)

One strategy for learning vocabulary is the use of flash cards. A flash card
is a cardboard consisting of a word, a sentence, or a simple picture on it. It should
be noted that the letters on it must be visible and large enough for everyone sitting
in the front and the back of the classroom. To make sure that everyone can see the
letters on the card, it is better to write words with capital letters. Both sides of the
flash card should be used in teaching vocabulary. On one side, the new word is
written in L2 and perhaps with a picture beside it and on the other side is the
translation. These flash cards can be made by both teachers and learners. Various
kinds of flash cards are on the market.
Flashcards for EFL teaching or self-study have been used for years and
are a useful tool for teachers and learners.
Flash cards are useful for drilling new letters, syllables, words, and other
information. They are normally used in a classroom, but can also be used more
informally. A flashcard or flash card is a set of cards bearing information, as
words or numbers, on either or both sides, used in classroom drills or in private
study. Flash cards can bear vocabulary, historical dates, formulas or any subject
matter that can be learned via a question and answer format. Flash cards are
widely used as a learning drill to aid memorization by way of spaced repetition.

10
 Vocabulary Flash Card (VFC) Vocabulary flash card or Word flash card is
perhaps worth mentioning at this point, even though they are not actually pictures.
However, being used in a similar way as picture flash card, they can often enrich
the lesson. On top of that, those two can be indeed combined and applied together.
As Wright (1990) pointed out, word flash cards are most typically used in
teaching reading and writing. Nevertheless, they will find their use in teaching
vocabulary
too, offering valuable help mainly in teaching the spelling of newly learnt words,
which definitely should not be neglected as it often is Learning from word card
might be the simplest strategy of learning vocabulary. Nation (2501) describes
this strategy in Learning Vocabulary in Another Language that a learner writes the
foreign word on one side of a small card, and its translation of the first language
on the other. The learner goes through a set of cards and tries to recal l its
meaning. Vocabulary flash card can be fun, colorful, and creative way to aid in
memory and retention of vocabulary words.
Flash cards are a tried and tested teaching and learning device inside and
outside the classroom, for kids and adults alike. Some of these flash cards are
designed to perfect your English while others can help you learn a new language
entirely. The key to using flash cards is to look at the word or definition on one
side, and test yourself to see if you can remember the answer written on the other.
So you can perfect your knowledge of the vocabulary on the list and improve your
overall vocabulary..
D. Teaching Vocabulary by Flash Card to Students of EYL
A teaching theory is viewed as something that is constructed by individual
teachers. From this perspective, teaching is viewed as driven by teacher’s attempts
to integrate theory and practice. Teacher-education programs give teachers
grounding in academic theory and research, which they test out against the
practical realities of teaching.

Many people say that “Teaching English to Young Learners is full of fun.”
The teaching process will be more fun if the teacher has competency to develop

11
his/her own ways or techniques according to his/her need, the situation, and the
classroom condition.

In teaching English by using flash card the teacher usually holds some
flash card and moves them into the last turn to be seen by students. Flash cards
can be used by a teacher in teaching English when she/he apply the methods of the
total physical response.

12
 CHAPTER III
RESEACH METODOLOGI

In this chapter, the writer describes the research methodology. It consists

of research design, participant. Materies, procedures, scoring and data presenttion

A. Design of the Study

A quantitative research was selected due to the nature of this research and
the research questions. Besides, the appropriate design for this study was
experimental. Two groups were selected. One group served as the experimental
group and received treatment (VFC) while the other group served as the control
group and received only the routine instruction. To ascertain the homogeneity of
the two groups a language proficiency test was employed for this purpose. It
should be mentioned that the control and the experimental groups were matched
for everything except for the treatment. Both groups were 50 students. In order to
measure the effectiveness of the treatment, the pretest/posttest design was
selected. In this case, 60 vocabulary items were selected from the students‟
textbook. Before starting the treatment, the teacher made a sixty item multiple-
choice test and did a pilot study on a smaller group. The sixty item multiple-
choice test was split into two equal halves based on odd and even numbers as the
pretest and posttest
B. Participants
The population of the study comprised all students in mathematics field in
the academic year 2516/2517.The participants of the study were 25 students of
SMA N 1 Bajawa. They were randomly selected among the 25 students who
participated in a general proficiency test and their close homogeneity was
confirmed by utilizing the statistical technique of t-test. All participants were EFL

13
learners, aged 17 and all of them had studied English as a compulsory subject in
the previous six years. They had four hours of English per week with a. Hence, all
the students came from the same linguistic background.

C. Materies
The instruments used in this study included a general test of language
proficiency, a pretest/posttest and a questionnaire. The aim of a general test was to
divide the students into two almost homogeneous groups. The pretests and
posttests were a vocabulary test prepared by the teacher. That is, 50 vocabulary
items were selected from the students‟ book. Sixty item multiple choice tests were
split into two halves based on odd and even numbers as the pretest/posttest. Each
of them consisted of 30 multiple-choice items of vocabulary.
During the last session, in order to probe the learners‟ perspective on vocabulary
flash card strategy and to see whether they were satisfied by the teaching method
or not, a questionnaire was submitted. The questions were about their interests and
the way they liked the situation to see whether the new technique used in this
study increased their vocabulary knowledge and was fun for them or not and also
to get an idea or a point of view about the way used in
experimental class. As you know, according Brace (2504, p. 7) questionnaire is a
good way to access the learner‟s point of view. Each item was fixed to a 4-point
Likert scale, ranging from „Strongly Disagree‟ (1) to „StronglyAgree‟

D. Procedures

First, the general test was administered to 25 subjects. The time given was
twenty minutes and the correct answer to each item received one point. There was
no penalty for false responses. After taking the exam, each subject was rendered a
grade based on her performance on the test. Out of 25 students, 17 students
whose grades were between one standard deviation above and below the mean
were selected, and divided randomly into two groups. Then, a pretest and posttest
were taken the students. At the first session, the vocabulary pretest was
administered to find whether the students know the meaning of the chosen words

14
or not. The time given for this test was thirty minutes and the students were asked
to answer the thirty item vocabulary test. The correct answer to each item received
one point and there was no penalty for false responses.
During the semester, the new words of each lesson were presented to the
experimental group students through vocabulary flash card while the control
group students didn‟t receive this type of treatment and the new words were
presented through synonyms, definitions and mini contexts. At the end of the
semester vocabulary development of the students in all two groups were tested
using the posttest. On the basis of these tests the efficacy of this new technique of
vocabulary teaching was determined.
E. Scoring

General proficiency test (GPT) taken by 25 participants were scored by the

teacher, who assumed one point for the correct response and zero for the wrong
one. Hence, the Students‟ scores were calculated or ranged from 0 to 25 in
general proficiency test which is used to their homogeneity. The vocabulary
pretests and posttests taken by 17 participants were scored by the teacher, who
assumed one point for the correct response and zero for the wrong
one. So the scores of the participants in the pretests and posttests of both groups
(experimental and control) were calculated or ranged from 0 to 25.
F. Data Analysis Procedures
The data gathered on variables were analyzed by the following methods
through SPSS software.
1. Descriptive Statistics was used to determine the mean and standard
deviation of each group on the pretests and posttests.
2. Independent t-test was used to find the difference between the levels of the
students of both groups on posttests.
3. Matched t-test was used to compare the two mean scores of the students of
both groups in pretest and posttest on vocabulary tests
G. Data Presentation
As mentioned previously, the teacher wants to know whether there is
different result between two groups. The first group didn’t receive the treatment

15
and the second groups iaught by using flash card. The result of test will be
presented as follows:

1. The Students’ Mastery on Vocabulary before Taught by Using Flash

Card.

The result of the students’ mastery on vocabulary before taught by using

flash card can be seen in the table bellow:

Table 4.1
The Students’ Mastery on Vocabulary before Taught by Using Flash Card.

Vocabulary Score Before

NO NAME
Using Flash Card (X)

1 2 3

1 ADRIANA KARMELIA BUPU 75

2 ALFIONITA TOGO Pindah) 85

3 ANA MARIA T WULA 90

4 ASRIANA RIPO 80

5 BAYU DWI RIZALDI 90

6 CRISTINA THEVES MEO 85

1 DANIA ANJALI KHANA KALE 3

7 ELISA RISTA NDADA 85

8 FRANSISKA MELISA WEA BUSA 85

9 GERMANUS SABUK 80

10 GODELIVA THAUNG 85

11 MAKSIMUS MADO 85

12 MARGARETA JEANE DOVEN 85

16
 13 MARIA EMERENSIANA MEO 85

14 MARIA EMERENTIANA N. LADJADJAWA 95

15 MARIA KRENSENSIA NOVITA MOLE 95

The number of the questions of the test given by the writer is 25 (twenty)
number. There are 25 (twenty two) students as respondents or subject of the
research. The test was conducted by the writer before and after using flash
card.

2. The Students’ Mastery on Vocabulary after Taught by Using Flash

Card.

The result of the students’ mastery on vocabulary after taught by using

flash card can be seen in the table bellow:

Table 4.2
The Students’ Mastery on Vocabulary after Taught by Using Flash Card.

Vocabulary Score Before

NO Name
Using Flash Card (X)

1 2 3

15 MARIA EMERENTIANA N. LADJADJAWA 100

16 MARIA KRENSENSIA NOVITA MOLE 90

17 MARIA NATALIA BUPU 3

18 MARIA ROSA A DJAWA MEKA 95

19 MARICE EFLINA WOA 95

25 MUHAMAD SULAIMAN HS 95

21 PHILIPUS ANDRIANO RANI LODO 90

25 PLASIDIA FLORA WAS 95

17
 23 RENALDIS MOI 90

24 ROSALIA SUSANA PAE 100

25 ADRIANA KARMELIA BUPU 95

The based on the results the second null hypothesis was rejected and it was
concluded that using vocabulary flash card has a positive effect on the
experimental groups‟ progress in their vocabulary knowledge at the end of the
study.

18
 CHAPTER IV
CLOSING

Based on the result of the study on the previous chapter, in this chapter the
writer describe the conclusion and suggestion for the readers.
A. Conclusion
This study investigated the effect of vocabulary flash card on the
vocabulary knowledge of two groups of Studentsstudents. Through the analysis of
the findings gotten from the students‟ vocabulary pretests and posttests, it was
concluded that the contribution of vocabulary flash card in teaching vocabulary to
students led to a higher level of vocabulary improvement. Using vocabulary flash
card facilitates their involvement in the class work by sharing answers, trying to
participate, paying attention, giving the examples, encouraging to take part in the
lesson participating as volunteers, interacting with each other in a low-risk,
warm-up activity, utilizing the new words in the example, working on the
vocabulary and pronunciation.
The findings revealed that participants in the experimental group, who had
received the treatments on vocabulary flash card, significantly enhanced better
performance in a vocabulary test. Therefore, consequently, through rejecting the
first and second null hypothese, the teacher can claim that vocabulary flash card is
a useful way of enhancing vocabulary learning and can play an important role in
teaching and learning vocabulary to students. The result of this study indicated
that there was significant difference in the efficiency of flash card compared to
traditional teaching method. It was confirmed that learning vocabulary through
flash card would lead to better learning than traditional method for four main
reasons (Mondria & Mondria-de Vries, 1994; Nakata, 2008; Schmitt & Schmitt,
1995).

19
 First, new words can easily be practiced extensively with flash card.
Learners can separate cards into several categories based on their difficulty level.
It helps them review difficult words more frequently than easy ones.
Second, working with flash card increases vocabulary retrieval. Since
learners are presented with a second language word and its definition on the other
side of the card, they can easily practice new words and recall their meanings
inasmuch as the words appear on two different sides of the card.

Third, learning words through traditional method causes rote learning.

Finally, there may be problems of attention with traditional method, because some
words may receive less attention than others because of their particular positions
in the class. Nevertheless, there is not such a problem in learning with flash card
since they tend to be more flexible.

B. Suggestions

Based on the above conclusion, I would like to offer some suggestions to

be considered by English teacher, students and the next teacher.
1. For the headmaster

The headmaster should give enough facilities, so teaching and

learning English will walk smoothly. Facilities help the teacher easier to
teach and help the students easier to understand. Hopefully, the students
get good achievement if there any media is used.
2. For English Teachers

a. English teacher should be able to create new situation during the

teaching learning process in the classroom, so that the students will be
interested in learning English.

b. English teacher should use various visual aids like picture, chart, board
game etc, so that the students will not get bored during the teaching
learning process.

20
 c. English teacher should use English as a means of communication in
class, so that the students get used to hearing and spelling the English
words. This will help the students’ mastery in English vocabulary
more easily and quickly.

3. For the students

a. The students have to improve their knowledge, especially in enriching

their vocabulary, from the other sources like English magazine,
English story books, etc.

b. The students have to practice their English in daily conversation

because it can help them enrich their vocabulary.

21
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