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All Journal English Language Teaching Prima Journal (ELT) ALACRITY : Journal Of Education
Tarigan, Natalia W.P.
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Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

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Improving English Vocabulary Mastery Through Flashcards Method for Students at SMK Telkom 2 Medan Simarmata, Maria; Tarigan, Natalia W.P.; M.R, Elvira Rosyida
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.770

Abstract

The purpose of this study is to investigate how well eleventh-grade students at SMK Telkom 2 Medan can master English vocabulary with the use of flashcards. The kids' limited vocabulary, especially in vocational schools where English instruction is frequently limited by time and less engaging techniques, is what spurred the research. Two groups participated in a quantitative study utilizing a quasi-experimental design: the experimental group was taught vocabulary using flashcards, while the control group was instructed using traditional techniques. Multiple-choice vocabulary questions were used in pre-tests and post-tests to gauge students' development. The results showed that whereas the control group's average score only increased from 49.6 to 62.0, the experimental group's improved significantly from 51.6 to 79.2. The flashcard strategy greatly improved students' vocabulary acquisition, according to statistical studies, including paired sample and independent sample t-tests (t-value = 7.24; p < 0.001). Furthermore, the results of the questionnaire showed that the majority of students thought flashcards helped them comprehend word meanings, memorize vocabulary more rapidly, and enjoy studying. To sum up, using flashcards to teach English vocabulary turned out to be a successful and entertaining visual aid. This strategy is appropriate for vocational school settings because it not only improved retention but also raised students' motivation and active participation.
Improving English Vocabulary Mastery Through Flashcards Method for Students at SMK Telkom 2 Medan Simarmata, Maria; Tarigan, Natalia W.P.; M.R, Elvira Rosyida
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.770

Abstract

The purpose of this study is to investigate how well eleventh-grade students at SMK Telkom 2 Medan can master English vocabulary with the use of flashcards. The kids' limited vocabulary, especially in vocational schools where English instruction is frequently limited by time and less engaging techniques, is what spurred the research. Two groups participated in a quantitative study utilizing a quasi-experimental design: the experimental group was taught vocabulary using flashcards, while the control group was instructed using traditional techniques. Multiple-choice vocabulary questions were used in pre-tests and post-tests to gauge students' development. The results showed that whereas the control group's average score only increased from 49.6 to 62.0, the experimental group's improved significantly from 51.6 to 79.2. The flashcard strategy greatly improved students' vocabulary acquisition, according to statistical studies, including paired sample and independent sample t-tests (t-value = 7.24; p < 0.001). Furthermore, the results of the questionnaire showed that the majority of students thought flashcards helped them comprehend word meanings, memorize vocabulary more rapidly, and enjoy studying. To sum up, using flashcards to teach English vocabulary turned out to be a successful and entertaining visual aid. This strategy is appropriate for vocational school settings because it not only improved retention but also raised students' motivation and active participation.
A Needs Analysis of Listening Instruction for Nursing Students at Universitas Bunda Thamrin Tarigan, Natalia W.P.
ELT (English Language Teaching Prima Journal) Vol. 7 No. 2 (2025): ELT (English Language Teaching Prima Journal)
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v7i2.7830

Abstract

Listening comprehension is a critical component of English for Specific Purposes (ESP), particularly for nursing students who must process spoken information accurately in academic and professional healthcare contexts. Despite its importance, listening instruction in many nursing programs remains insufficiently aligned with learners’ actual communicative needs. This study aims to investigate the target listening needs of nursing students at Universitas Bunda Thamrin in relation to their academic studies and future professional responsibilities, as well as to identify the listening difficulties they currently experience in learning English. Adopting a descriptive needs analysis design, the study employs a convergent mixed-methods approach that integrates quantitative data from questionnaires and qualitative data from semi-structured interviews. The needs analysis framework combines Target Situation Analysis (TSA) and Present Situation Analysis (PSA) to examine the gap between students’ current listening competence and the demands of academic and clinical nursing contexts. The findings reveal that nursing students prioritize professional listening needs, such as understanding patient complaints and medical instructions, over general academic listening tasks. Additionally, students experience significant listening difficulties related to limited medical vocabulary, fast speech rate, unfamiliar accents, and listening anxiety. These findings highlight the necessity of designing ESP listening instruction that is context-specific, learner-centered, and grounded in empirical needs analysis. The study contributes to ESP pedagogy by providing evidence-based insights for improving listening curricula in nursing education.
Co-Authors Elvira Rosyida M.R Maria Simarmata, Maria