The Use of Flashcards in Enriching Papuan Junior High School Students' Vocabulary Mastery

Abstract

This study investigated the effectiveness of culturally adapted flashcards in enhancing English vocabulary acquisition among Grade 8 students in Wamena, Papua Pegunungan, Indonesia. Recognizing the challenges of vocabulary instruction in under-resourced, multilingual contexts, the research aimed to evaluate whether integrating local cultural elements into instructional materials could improve both learning outcomes and learner engagement. A convergent parallel mixed-methods design was employed, involving 60 students divided into an experimental group (flashcard-based instruction) and a control group (traditional textbook-based instruction). Data were collected through pre- and post-tests, student questionnaires, classroom observations, and semi-structured interviews with students and one teacher. Quantitative findings revealed that the experimental group achieved significantly greater vocabulary gains (M = 12.3) than the control group (M = 6.4), t(58) = 7.21, p < .001. Students exposed to flashcards also reported higher motivation and engagement. Qualitative analysis identified three key themes: enhanced classroom participation, improved confidence in vocabulary use, and strong preference for culturally relevant materials. The findings support the use of flashcards grounded in Dual Coding Theory, Cognitive Load Theory, and sociocultural learning principles. Culturally adapted flashcards not only improve vocabulary retention but also foster inclusive, motivating learning environments in low-resource settings. The study recommends the broader adoption of localized visual aids in English language teaching and calls for further research on their long-term impact and scalability.