Flashcard-Supported Discovery Learning: A Strategy for Improving Vocabulary Mastery and Learning Equity in Elementary Education
Keywords:
flashcards, Discovery Learning, Vocabulary Mastery, Elementary Education, Classroom Action ResearchAbstract
This study is motivated by the low level of English vocabulary mastery among elementary school students, which is caused by the use of predominantly verbal teaching methods and the lack of engaging visual media. Third-grade students at SDN Tambakaji 04 experienced difficulties in understanding vocabulary because they are in the concrete operational stage, requiring contextual and interactive learning support. This study aims to improve students’ English vocabulary mastery through the implementation of flashcard media integrated with the Discovery Learning model. The method employed was Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. The research subjects were 21 third-grade students. Data were collected through learning achievement tests, student and teacher observation sheets, and documentation. The findings indicate a consistent improvement in students’ vocabulary mastery across cycles. In Cycle I, the average score was 79.04 with a mastery level of 76.19%, which increased in Cycle II to an average of 83.80 with 85.71% mastery. In addition to improved learning outcomes, students’ participation and confidence also showed significant development throughout the learning process. The use of flashcards combined with Discovery Learning encouraged students to actively observe, discuss, and independently construct the meaning of vocabulary. The implications of this study suggest that integrating concrete visual media with discovery-based learning is effective in enhancing vocabulary mastery while reducing learning disparities in a heterogeneous classroom.
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