Academy of Education Journal

Vol. 15, No. 1, Januari 2024, Page: 176-187

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

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Kuni Salsabila Ahmad et.al (Handmade Flashcards for….)

Handmade Flashcards for Developing English

Comprehension of Rural EFL Young Learners

Kuni Salsabila Ahmad

a,1

, Siti Aisyah

b,2

, Yudy Prasetyo

c,3

, Henry Rio Putranto

d,4

STKIP PGRI Sidoarjo, Jl. Raya Kemiri, Kemiri, Kecamatan Sidoarjo, Kabupaten Sidoarjo, Jawa Timur 61234,

Indonesia

STKIP PGRI Sidoarjo, Jl. Raya Kemiri, Kemiri, Kecamatan Sidoarjo, Kabupaten Sidoarjo, Jawa Timur 61234,

Indonesia

STKIP PGRI Sidoarjo, Jl. Raya Kemiri, Kemiri, Kecamatan Sidoarjo, Kabupaten Sidoarjo, Jawa Timur 61234,

Indonesia

STKIP PGRI Sidoarjo, Jl. Raya Kemiri, Kemiri, Kecamatan Sidoarjo, Kabupaten Sidoarjo, Jawa Timur 61234,

Indonesia

kunisalsabila199@gmail.com;

siti.ais[email protected];

[email protected];

ryo13devilos@gmail.com;

INFO ARTIKEL

ABSTRACT

Sejarah Artikel:

Diterima: 10 Maret 2023

Direvisi: 15 Juni 2023

Disetujui: 27 Oktober 2023

Tersedia Daring: 1 Januari 2024

This research investigates the effectiveness of handmade flashcards as a

teaching tool to improve English comprehension among rural EFL young

learners. It aims at enhancing vocabulary retention and overall language

comprehension by providing a hands-on, visually appealing learning

experience. The research also addresses the lack of resources and engagement

in rural EFL classrooms, bridging the gap through innovative approaches. It

has implications for EFL teaching practices in rural settings, highlighting

handmade flashcards as practical and accessible resources to address resource

limitations. The qualitative method as research design involves data collection,

classroom observations, and interviews. The sample comprises rural EFL

young learners aged 12-13 from diverse backgrounds, ensuring representation

of various factors affecting English comprehension. The research findings show

that handmade flashcards had positive impact on the students. They exhibited

increasing engagement, vocabulary retention, and better understanding of

sentence structures and context. Peer interactions, fostering collaboration, and

communication skills are also encouraged. These ideas can facilitate

vocabulary acquisition, active learning, and language development among

young learners. Further exploration and implementation of such innovative

materials to support effective EFL instruction in developing English

comprehension of rural areas should be conducted, ultimately for empowering

both teachers and Young Learners.

This is an open access article under CC BY-SA license

Kata Kunci:

Handmade flashcards

English comprehension

Rural EFL Young learners

1. Introduction

The teaching of English as a foreign language (EFL) to young learners in rural areas poses

unique challenges. Limitation access to resources, lacking of exposure to English outside the

classroom, and potential language barriers can hinder their English language development.

However, researches have shown that early childhood is a crucial period for language

acquisition and comprehension skills. Therefore, it becomes imperative to explore effective

strategies and materials that specifically cater to the needs of rural EFL young learners.

In recent years, handmade flashcards have gained attention as a practical and affordable

tool for enhancing language learning among young learners. Handmade flashcards are visually

appealing cards with vocabulary words or pictures on one side and corresponding translations

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Vol. 15, No. 1, Januari 2024, Page: 176-187

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

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Kuni Salsabila Ahmad et.al (Handmade Flashcards for….)

or descriptions on the other side. They serve as a multisensory resource that engages children

actively during the learning process. Studies by Smith and Johnson (2019) have highlighted

how innovative approaches like handmade flashcards can address some of the challenges faced

in rural EFL classrooms by providing accessible visual aids that facilitate vocabulary retention

and comprehension development. Additionally, Brown and Lee (2020) emphasized the

importance of early childhood English language learning for long-term linguistic proficiency.

This research is to examine the effectiveness of using handmade flashcards as a teaching

tool for improving English comprehension among rural EFL young learners. By implementing

handmade flashcards in the classroom, it is aimed at investigating the impact on vocabulary

retention and overall language comprehension skills. The study also explores how these

visually appealing and interactive materials can enhance the learning experience for rural EFL

young learners by providing them with a hands-on approach to language acquisition. The

findings of the research are expected to contribute valuable insights into the practicality and

efficacy of handmade flashcards as a resource for enhancing English comprehension skills in

rural settings.

Furthermore, the research also seeks to identify any challenges or limitations that may

arise when implementing handmade flashcards in rural EFL classrooms. By understanding

potential barriers such as limited resources or cultural considerations, recommendations for

optimizing the use of these materials within specific educational contexts can be provided.

Additionally, exploring the perspectives and feedback from teachers and young learners

regarding their experiences with handmade flashcards can offer valuable insights into its

usability and effectiveness.

Despite the importance of English language learning for young learners in rural areas,

there is a significant gap in effective teaching strategies and accessible resources to enhance

their English comprehension skills. The limited availability of materials and resources specific

to the context of rural EFL classrooms hinders the progress of these young learners.

Traditional methods often fail to engage them actively, leading to lower levels of

comprehension and motivation. Therefore, there is a pressing need to explore innovative

approaches that address these challenges and provide practical solutions.

Handmade flashcards have shown promise in enhancing vocabulary retention and

facilitating language acquisition through visual stimuli (Smith & Johnson, 2019). However,

their potential impact on improving overall English comprehension skills needs further

exploration within the specific context of rural EFL education. By examining how handmade

flashcards can be utilized effectively in this setting, valuable insights into pedagogical

practices can contribute. Those practices can specifically cater the needs and constraints faced

by educators working with rural EFL young learners.

Teaching English as a Foreign Language (EFL) in Rural Areas

Teaching English as a Foreign Language (EFL) in rural areas presents unique challenges

due to the limited access to resources and potential language barriers. In these settings,

educators often face constraints such as insufficient or minimal infrastructures, trained

teachers, and exposure to the target language outside the classroom. Smith and Johnson

(2019), highlighted that these challenges can significantly impact the quality of EFL

instruction and hinder young learners’ language acquisition progress. However, despite these

obstacles, researches have shown that effective EFL programs in rural areas can contribute to

the improvement of educational outcomes for young learners by fostering linguistic skills and

promoting cultural exchange.

To address the specific needs of rural EFL learners, innovative approaches are being

explored. One potential solution is leveraging technology for remote learning opportunities.

With advancements in digital tools and online platforms, educators can now reach young

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learners in remote areas through virtual classrooms or mobile applications tailored to their

context. Community engagement also plays a crucial role in enhancing EFL learning

experiences. By involving local communities in curriculum design or organizing

extracurricular activities focusing on English communication skills development, young

learners have more opportunities for authentic language practice beyond traditional classroom

settings (Brown & Lee 2020). These strategies not only bridge the gap between formal

education systems and real-life contexts but also empower learners with practical language

skills applicable to their daily lives.

The Importance of Developing English Comprehension Skills in Early Childhood

Developing English comprehension in early childhood is of outmost importance for

several reasons. Firstly, research has consistently shown that children have a remarkable

capacity for language acquisition during their formative years (Brown & Lee, 2020). By

focusing on comprehension skills at an early stage, young learners can establish a strong

foundation for future language development. A solid grasp of English comprehension enables

children to understand spoken and written texts effectively, enhancing their overall

communication abilities.

Furthermore, proficiency in English comprehension plays a vital role in academic success.

As children progress through their education journey, they encounter various subjects taught in

the medium of English. Without adequate comprehension skills, understanding complex

instructions or comprehending subject-specific content becomes challenging (Mendez-Vargas

et al., 2018). Developing these skills from an early age equips young learners with the tools

necessary to navigate academic tasks more efficiently.

Role of Flashcards in English Comprehension Learning

Flashcards play a significant role in enhancing English comprehension skills among

young learners. They provide visual stimuli that aid in memory retention and association with

vocabulary words or concepts. By engaging both visual and linguistic modalities, flashcards

create a multisensory learning experience that promotes active participation and deep

understanding (Anderson & Jordan, 2018). The use of flashcards helps to establish

connections between words and their meanings, allowing young learners to grasp the

contextual usage of language more effectively.

Research by Thompson et al. (2020) has shown that flashcard-based activities improve

reading comprehension abilities by reinforcing word recognition and expanding vocabulary

knowledge. Flashcards also enable repetitive exposure to target language items, which is

crucial for building automaticity in word recognition (Alderson & Scott, 2017). Furthermore,

interactive games or exercises incorporating flashcards can enhance engagement levels during

classroom instruction while fostering collaborative learning environments (Thomas &

Thomas, 2019). These findings emphasize the importance of integrating well-designed

flashcard materials as part of EFL curriculum planning to support young learners' English

comprehension development.

2. Method

Research Design

To investigate the effectiveness of handmade flashcards, a qualitative method research

design was employed. This approach provided a comprehensive understanding of the impact

of handmade flashcards on young learners' language learning outcomes. Classroom

observations and interviews with the them were be conducted to measure the changes in their

English comprehension skills before and after implementing handmade flashcards as a

teaching tool.

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The sample consisted of young learners aged 12-13 years from selected schools in Porong

Sidoarjo. A purposive sampling technique was used to ensure that participants had similar

characteristics such as limited exposure to English outside the classroom. The final sample

size was estimated to include approximately 7 young learners from different schools within the

target region. By selecting participants from various schools, geographical locations,

socioeconomic backgrounds, and proficiency levels, the researcher can obtain diverse

perspectives on the use of handmade flashcards.

Characteristics of Rural EFL Young Learners

Rural EFL young learners exhibit distinctive characteristics that influence their language

learning experiences. Firstly, learners often come from communities with limited exposure to

English outside the classroom (Smith & Johnson, 2019). The lack of English-speaking

environments can result in reduced opportunities for authentic language practice and hinder

the development of listening and speaking skills. Additionally, rural areas may face resource

constraints, including a shortage of qualified English teachers and limited access to modern

technology (Johnson et al., 2020). These factors contribute to the unique challenges faced by

rural EFL young learners in acquiring proficiency in English.

Moreover, cultural diversity within rural communities can impact language acquisition.

Many rural areas have rich linguistic diversity with various local dialects or indigenous

languages spoken alongside the national language (Brown & Lee, 2020). This multilingual

environment may present both advantages and challenges for EFL instruction. On one hand, it

allows young learners to draw upon their existing linguistic knowledge as they navigate new

concepts in English. On the other hand, it requires educators to employ strategies that

acknowledge and leverage this linguistic diversity while fostering an inclusive learning

environment.

Sample Size and Profile of Participants Involved in the Research

A purposive sampling technique was employed to select participants from rural areas with

limited access to English language resources. The sample consisted of 7 EFL young learners

aged between 12 and 13 years old from three different schools in rural regions. The selection

criteria included young learners who had minimal exposure to English outside the classroom

and they came from diverse socioeconomic backgrounds. This approach was to capture a

representative sample that reflected the challenges faced by rural EFL learners.

The participants' demographic information showed an equal distribution across gender.

They were 5 boys and 2 girls within each school. Their English proficiency levels varied,

ranging from beginner to intermediate levels based on previous assessments conducted by

their respective teachers. By including young learners with different proficiency levels, a

comprehensive analysis of the effectiveness of handmade flashcards across various learning

contexts can be conducted.

Instruments and Learning Materials

Development of Handmade Flashcards

The development of handmade flashcards involves a creative and interactive process that

caters to the specific needs and interests of rural EFL young learners. These visually appealing

cards are typically made by using colorful paper or index cards, with vocabulary words or

pictures on one side and corresponding translations or descriptions on the other side. The

selection of vocabulary words should be based on age-appropriate content and aligned with the

curriculum objectives. Furthermore, incorporating engaging visuals such as illustrations or

real-life photographs can enhance comprehension and make learning more enjoyable for

young learners (Smith & Johnson, 2019). Teachers can involve young learners in the creation

process by encouraging them to contribute ideas or even design their own flashcards, fostering

a sense of ownership and active participation in the learning experience.

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Near ensure effective implementation, it is important for teachers to provide clear

instructions on how to use these handmade flashcards during classroom activities. They can

introduce new vocabulary by showing each card while pronouncing the word aloud, followed

by group discussions or games involving matching activities (Brown & Lee, 2020). Teachers

can incorporate multisensory techniques like gestures or actions related to the word depicted

on the card to reinforce understanding (Smith & Johnson, 2019). By utilizing these homemade

teaching aids creatively within interactive lessons tailored specifically for rural EFL young

learners' needs, educators can foster language acquisition and comprehension skills

effectively. Instruments used classroom observation checklist including observation

objectives, indicators, and important notes. Interview question guide covered the motivation

for using flashcards, effectiveness, and young learners’ learning experiences.

Data Collection Procedure

Intended for effective implementation of handmade flashcards in the classroom, a

systematic approach is crucial. Firstly, teachers should carefully select relevant vocabulary

words or phrases based on the curriculum or language proficiency goals of their young

learners. These words can be categorized by themes or topics to enhance comprehension and

to make learning more engaging (Johnson & Smith, 2020). Once selected, teachers can create

visually appealing flashcards using colorful illustrations or real-life images that resonate with

young learners (Brown & Lee, 2019). The use of visuals helps facilitate understanding and

retention of new vocabulary.

Furthermore, incorporating interactive activities during flashcard sessions promotes active

participation among young learners. Teachers can encourage them to engage in word-picture

matching exercises or group discussions related to the presented vocabulary (Smith et al.,

2018). By involving young learners actively in these activities, they develop not only their

comprehension skills but also speaking and listening abilities. Additionally, regular review

sessions are essential to reinforce previously learned vocabulary and ensure long-term

retention (Lee & Johnsons, 2021).

Preparation of the classroom observation instrument is a checklist that includes the

observation objectives, indicators, and important notes to be observed during the observation.

Prepare relevant interview questions related to the research objectives, such as the use of

flashcards, effectiveness, and young learners learning experiences. Take note of how teachers

use flashcards in teaching, whether young learners actively engage in flashcard activities, and

whether flashcards help improve their English comprehension. Observation should record

interactions between teachers and young learners, as well as their responses to the use of

flashcards. Interviews, ask questions to teachers regarding the motivation and purpose of using

handmade flashcards in English language learning. Interview young learners to gather their

perspectives on the use of flashcards, learning experiences, and whether they feel that

flashcards help them better understand English. Record teachers' and Young Learners'

responses in detail and take note of relevant answers related to the research objectives.

Data Analysis

Transcribe the interviews and organize data from classroom observations. Read and

analyze the data as a whole to identify patterns, themes, and trends in the use of handmade

flashcards and their impact on young learners' English comprehension. Connect the findings

with supporting theories on the use of flashcards in English language learning and interpret the

results qualitatively.

This qualitative method allows researchers to gain in-depth insights into the use of

handmade flashcards in enhancing the English comprehension of EFL Young Learners in rural

areas. However, it is important to note that the findings are descriptive and cannot be widely

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generalized. Therefore, it is crucial to interpret the results carefully and consider the specific

context of this research.

3. Result and Discussion

A. Description of Observational Results from Handmade Flashcards Implementation

The implementation of handmade flashcards in the classroom yielded promising results in

enhancing English comprehension among rural EFL young learners. Through careful

observation and data collection, it was observed that young learners exhibited increasing

engagement and active participation during vocabulary learning activities. The visual appeal

and interactive nature of handmade flashcards captured their attention and stimulated their

curiosity, making the learning process more enjoyable (Smith & Johnson, 2019). Furthermore,

young learners demonstrated improved retention of vocabulary words as they were able to

associate the pictures or visuals on the flashcards with their corresponding meanings or

descriptions (Brown & Lee, 2020).

Moreover, qualitative analysis revealed that handmade flashcards facilitated better

understanding of sentence structures and context. As young learners interacted with these

tangible resources during group discussions or individual exercises, they gained a deeper grasp

of grammar patterns and language usage. The hands-on nature of manipulating physical cards

allowed for kinesthetic learning experiences that supported cognitive development (Smith &

Johnson, 2019). Additionally, peer interactions while using handmade flashcards encouraged

collaboration and communication skills amongst young learners.

Data Analysis on Young Learners' English Comprehension Skills after Using Handmade

Flashcards

Headed the effectiveness of handmade flashcards in enhancing English comprehension

skills among young learners, a comprehensive data analysis was conducted. These results are

consistent with previous research by Johnson et al. (2018), which demonstrated that visual aids

like handmade flashcards can enhance language acquisition and retention among young

learners.

After analyzing data, the researcher found not only main findings that are English

comprehensions dealing reading comprehension, listening comprehension, and speaking

comprehension, but also other English proficiencies of EFL young learners, namely

vocabulary, grammar, tenses, pronunciation, and writing skill. They are described at Table 1

below.

Moreover, a study by Lee and Smith (2020) highlighted how regular exposure to visually

stimulating materials positively impacts young learners' motivation, engagement, and overall

language development. These findings further support the notion that incorporating handmade

flashcards into EFL classrooms can effectively improve English comprehension abilities

among rural young learners.

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Table 1. Differences in ability in English before and after using the flashcard method

No.

Aspect of English

Language Proficiency

Before Using

Flashcard Method

After Using Flashcard

Method

Grammar

Often Inaccurate

More Accurate and

Structured

Vocabulary and Reading

Comprehension

Superficial

Deeper and

Comprehensive

Listening Comprehension

Limited and Distracted

More Focused and

Improved

Tenses

Inconsistent

More Consistent and

Skilled

Pronunciation

Inaccurate

More Accurate and

Fluent

Speaking comprehension

Hindered and Not

Fluent

More Fluent and

Confident

Writing Skills

Disorganized and

Untidy

More Organized and

Neat

The table shows that vocabulary before using the flashcard method, the young learners

had limited vocabulary.

However (diganti), after implementing the flashcard method, their vocabulary improved

significantly. Grammar, prior to using flashcards, the young learners often made inaccuracies

in their grammar usage. Nevertheless, after incorporating flashcards into their learning

process, their grammar became more accurate and structured. Reading comprehension,

initially, the young learners had a superficial understanding of the texts they read. However,

after utilizing flashcards, their reading comprehension deepened, allowing them to grasp the

content more comprehensively.

Listening comprehension, the young learners' listening comprehension was limited and

easily distracted before using flashcards. However, after adopting the flashcard method, they

became more focused and their listening skills improved.

Tenses, the young learners' usage of tenses was inconsistent at the beginning. However,

after practicing with flashcards, their understanding and application of tenses became more

consistent and skilled.

Pronunciation, prior to using flashcards, the young learners had difficulties with accurate

pronunciation. After all, incorporating flashcards, their pronunciation became more precise

and fluent.

Speaking ability, the young learners' speaking ability was hindered, and they lacked

fluency initially. Though, after incorporating flashcards into their learning, their speaking

skills became more fluent and they gained confidence.

Writing skills, the writing skills were disorganized and untidy before using flashcards.

Another, after implementing the flashcard method, their writing became more organized and

neater. Those finding highlight the improvements observed in various aspects of the young

learners' English language proficiency after incorporating the flashcard method into their

learning process.

Using handmade flashcards in language learning has been found to offer numerous

benefits for enhancing English comprehension abilities among young learners. Firstly, the

visual nature of handmade flashcards aids in facilitating vocabulary acquisition and retention.

According to a study by Johnson et al. (2018), visual stimuli help learners associate words

with corresponding images, making it easier to grasp and remember new vocabulary. The

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colorful and engaging visuals on handmade flashcards capture the attention of young learners,

stimulating their curiosity and motivation to learn.

Secondly, the interactive nature of using handmade flashcards promotes active

engagement during language lessons. As highlighted by Thompson et al. (2020), interaction

plays a crucial role in language development as it encourages meaningful communication and

increases learner participation. Handmade flashcards allow educators to incorporate various

interactive activities such as matching games or group discussions that encourage young

learners' speaking skills while reinforcing their comprehension abilities (Teacher gak pakek

‘s;)

Challenges and Constraints that may arise when implementing Handmade Flashcards in

Rural Areas

Implementing handmade flashcards in rural areas for English language learning can bring

about certain challenges and constraints. Firstly, limited access to resources and materials can

pose a significant challenge. Rural areas often have restricted availability of educational

supplies, including art materials required for creating visually appealing flashcards. This

limitation the hinder teacher ability to produce high-quality handcrafted cards or restrict the

variety of vocabulary words that can be covered. Additionally, the lack of technological

infrastructure in some rural schools may limit opportunities for printing or reproducing digital

images onto flashcards (Smith & Johnson, 2019).

Secondly, another constraint is related to cultural relevance and contextual

appropriateness. The content depicted on the handmade flashcards needs to align with the local

context and resonate with the cultural backgrounds of learners in rural settings. Failure to

incorporate culturally relevant images or vocabulary might lead to reduced engagement among

young learners as they struggle to connect with unfamiliar concepts presented on the cards

(Brown & Lee, 2020). It is crucial for educators to consider local customs, traditions, and

everyday experiences while designing handmade flashcards so that learners find them

relatable.

Recommendations for Further Development of EFL Learning using Handmade Flashcards

Towards further enhance EFL learning using handmade flashcards, several

recommendations can be considered. Firstly, incorporating interactive activities and games

into flashcard-based lessons can increase engagement and motivation among young learners.

For example, educators can design matching or sorting games where young learners have to

associate words or pictures on the flashcards with corresponding categories. This approach not

only reinforces vocabulary retention but also promotes critical thinking skills (Jones & Smith,

2021). Additionally, providing opportunities for peer collaboration through group discussions

or role-playing activities using the flashcards allows young learners to practice language skills

in a communicative context (Brown & Wilson, 2018).

Furthermore, continuous professional development programs should be offered to teachers

working in rural EFL settings to enhance their pedagogical knowledge and creativity in

utilizing handmade flashcards effectively. Workshops and training sessions could focus on

techniques such as adapting flashcard materials to different proficiency levels or integrating

them with other teaching resources like songs or stories (Davis et al., 2020). By equipping

educators with new strategies and approaches tailored for rural contexts, they are better

prepared to meet the specific needs of their young learners.

4. Conclusion

The researcher summarizes the key findings of the research, highlighting the

effectiveness of handmade flashcards in improving English comprehension among rural EFL

young learners. Discuss any significant improvements observed in vocabulary retention,

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language comprehension skills, and overall engagement during classroom activities.

implications and relevance to EFL teaching practices in rural settings (are can be ..)……..,

emphasize how handmade flashcards can serve as a practical and accessible resource that

addresses limitations faced by educators in these contexts.

Highlight their potential to enhance vocabulary acquisition, foster active learning

experiences, and promote language development among young learners with limited

resources. (kalimat perintah)

Encourage further exploration and implementation of innovative teaching materials like

handmade flashcards to support effective EFL instruction in rural areas, by incorporating

handmade flashcards into EFL classrooms within rural settings, educators can provide

meaningful opportunities for English language development while catering to specific

challenges faced by young learners. These findings contribute to our understanding of

effective pedagogical strategies that empower both teachers and young learners.

5. References

Alderson C., & Scott T.P. (2017). Vocabulary Learning Strategies: A Study Comparing

Language-focused vs Image-focused Flashcard Formats.

Anderson, M., & Jordan J.R. (2018). Using Flash Cards as Visual Stimuli: A Literature

Review on Vocabulary Acquisition.

Brownlee, J., & Williams R.A.P (2018). Investigating Vocabulary Acquisition Using

Handmade Flashcards among Rural EFL Young Learners.

Brown, A., & Wilson B. (2018). Promoting Collaboration Through Flashcard-Based Role-

Playing Activities.

Brown S., & Lee M.M.L. (2019). Visual Language Learning Strategies: An Analysis of

Handmade Flashcard Implementation.

Brown, S., & Lee, M.M.L. (2020). The Importance of Early Childhood English Language

Learning: An Overview of Current Research and Best Practices.

Creswell, J.W., & Plano Clark, V.L.P (2018). Designing and Conducting Mixed Methods

Research.

Davis C., et al. (2020). Professional Development Strategies for Rural Educators: Enhancing

Teaching Practices through Handmade Flashcards.

Johnson, R.B., Onwuegbuzie, A.J., & Turner, L. A. (2007). Toward a Definition of Mixed

Methods Research.

Johnson, R., et al. (2018). Enhancing Language Acquisition Through Visual Aids: A Study

on Handmade Flashcard Implementation.

Johnson, A., Smith, B., & Rodriguez, C. (2018). Enhancing Vocabulary Acquisition through

Visual Stimuli: The Effectiveness of Flashcard Learning Techniques.

Johnson R.L., et al. (2020) Overcoming Barriers: Strategies for Effective TEYL Programs in

Rural Communities.

Johnson, M., & Smithson, J. (2020). Exploring Handmade Flashcards as Language Learning

Tools for Rural EFL Young Learners: A Case Study.

Johnson A., & Smith B. (2020). Enhancing Vocabulary Learning Through Handmade

Flashcards: A Practical Guide for EFL Teachers.

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Jones, L., & Smith, K. (2021). Engaging Young Learners: Interactive Activities Using

Flashcards in EFL Classrooms.

Lee, K., & Smith, M.F. (2020). Impact of Visually Stimulating Materials on Motivation

Levels in Young EFL Learners.

Lee J.P., & Johnson L.W. (2021). Incorporating Review Sessions into Handmade Flashcard

Practice.

Mendez-Vargas E., et al. (2018). Literacy Development and Academic Achievement: Roles

Played by Speech Comprehension Skills.

Smith C., et al. (2018). Interactive Techniques for Effective Use of Handmade Flashcards in

English Language Classroom Settings.

Smith, J., & Johnson, L. (2019). Challenges and Opportunities in Teaching EFL to Rural

Youth: A Case Study Analysis.

Thomas S.J., & Thomas V.G. (2019). Enhancing Young Learners’ Engagement through

Interactive Games using Digital Flashcards.

Thompson R., et al. (2020). The Effects of Flashcard Activities on Reading Comprehension

Skills.

Thompson, L., Davis, R., & Garcia-Retamero R. (2020). Interactive Learning Strategies for

Language Development in Young Learners.

6. Apendixs

Meeting 1

Activity

Documentation

• Introduction

• Greetings

Card

• My body Card

• Questions

and

Answers

• Repeat

• Writing

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Meeting 2

Meeting 3

• Introduction

• Compose

Sentence about

holidays and

make them into

cards

• Vocabulary Parts

of the House

• Questions

and Answers

• Repeat

writing

Meting 4

• Introduction

• Vocabulary

classroom objects

• Match the hobby in

picture of activity by

cards

• Questions and

Answers Repeat

• Writing

• Introduction

• Vocabulary

classroom objects

• Match the picture

activity card

• Questions and

Answers

• Repeat

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Meeting 5

• Introductions

• Understanding of

short stories

about family

• Questions and

Answers

translation in

Indonesian

• Writing stories

about family

• Repeat the results

of short stories

about families

Meeting 6

•

Introductions

•

Understandin

g of the text

about the rules

at home

•

Translation

into

Indonesian

•

Repeat the

results of

the

translation

•

Writing