Azqia, Rizqa Sahlaa (2024) Optimizing English Flashcards as Color Recognition Medium for Young Learners. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

In today's educational scene, learning English is a main focus. In this effort, the efficacy of various teaching approaches becomes critical, especially in meeting the needs of young learners. This study aims to investigate the use of flashcards as a strategy for improving young learners' performance in English color vocabulary. Teaching English to young pupils necessitates a unique method that recognizes their playful nature and gradually adjusts to the role of a language learner. Flashcards emerge as a potential teaching tool, providing an interactive and engaging way to improve kids' comprehension, particularly in the context of English as a Young Learner (EYL) color terminology. Participants in the study were English Young Learners (EYL) from Class A at TK Aisyiyah 23 in Banjarmasin. The study used a classroom action research design to investigate the effect of flashcards on the acquisition of color names in English. The findings revealed seven key factors that influenced young learners' understanding of English color vocabulary. These included the incorporation of flashcards into classroom instruction, the quality of teacher-student interactions, the efficacy of teaching methodologies used, the conducive nature of the classroom environment, the enthusiasm displayed by young learners, the use of familiar contexts for learning, and the evaluation through testing. Through a examination of these factors, this study not only provides light on the effectiveness of flashcards in enhancing English language acquisition, but it also emphasizes the varied nature of pedagogical techniques designed for young learners. As education evolves, projects like these provide essential insights on optimizing teaching practices to match the different demands of today's language learners

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