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A Comparative Study on the Use of Paper-based and Digital Flashcards as
Media to Learn Vocabulary at the First-grade Students of Senior High
School in the Academic Year 2024/2025
Azhari Wahyu Hidayat1, Sahuddin2, Boniesta Zulandha Melani3, Yuni Budi Lestari4
1-4 English Education Department, Faculty of Teacher Training and Education, University of Mataram, NTB, Indonesia
Received : January 3, 2025
Revised : February 26, 2025
Accepted : March 17, 2025
Published : March 30, 2025
Corresponding Author
Azhari Wahyu Hidayat
azhariwahyuhidayat@gmail.com
DOI: 10.29303/jeef.v5i1.810
© 2025 The Authors. This open access
article is distributed under a (CC-BY
License)
Abstract: This study aimed to compare the effectiveness of paper-based flashcards and digital
flashcards as media for learning general vocabulary and to determine whether there was a
significant difference between their use. This study was conducted at SMAN 1 Selong in the
academic year 2024/2025 and aimed to compare the use of paper-based and digital flashcards as
media in vocabulary learning to find out if there is a significant difference from the use of both.
This study used quantitative research method with quasi-experimental research design. The
research data was collected by giving pre-test and post-test to two sample classes consisting of 72
students with 36 students per class, namely class 10-1 (digital flashcards) and 10-9 (paper
flashcards). After analyzing the data and testing the hypothesis using the Mann-Whitney test, the
results obtained were Asymp. Sig. (2-Tailed) was 0,103 which was greater than > the probability
value of 0,05 which means H0 is accepted and Ha is rejected. Indicating that there are no significant
differences between the uses of paper flashcards and digital flashcards as media in vocabulary
learning for first-grade students of SMAN 1 Selong in the academic year 2024/2025. Future
research is encouraged to explore broader vocabulary coverage, including specialized vocabulary
and other linguistic aspects such as word forms and usage. Additionally, educators are advised to
enhance their teaching methods by integrating creative instructional strategies and effective
learning media.
Keywords: vocabulary, learning media, flashcard
INTRODUCTION
Vocabulary is a basic element in learning a language,
with a good size of vocabulary, it will be easier to express and
understand the meaning when communicating, as well as when
in language learning. According to Schmitt (2020), native
English speakers have a vocabulary size of approximately
10,000-to-13,000-word families. However, second language
learners of English such as high school students do not need to
have the same vocabulary as native speakers, they just have to
know the general vocabulary that are commonly used in a wide
range of context. Schmitt (2020), further described that 2,000-
to-3,000-word families are a reasonable estimate of the lexical
requirements for understanding daily discourse for second
language learners of English.
In reality, in the process of learning English, a common
problem that often occurs is that students have difficulty in
understanding the meaning of some English words due to their
lack of vocabulary mastery. This is supported by the survey
study that had been conducted by Afriando et al., (2015) at
some high school in Lampung, the study was seek to determine
the students’ vocabulary of English vocabulary size. Based on
the research findings, that most students’ vocabulary size was
still low. As a result of students’ lack of vocabulary, learners
will find it difficult to follow the lesson, lack of understanding
of the material learned, and will consider that the lesson is
difficult. This also can be due to the way teachers teach, Amin
et al. (2020: 229), said that “The teacher plays a central role in
the student learning process”. Due to the importance of the
teacher's role in the learning process, teachers must be creative
and be able to attract students' interest and increase their
motivation in learning. One of them is the use of learning
media.
There are several media that can be used in learning to
improve students' vocabulary mastery, one of which is
flashcards. Flashcards are card media containing images,
writings that can be made as card games so that it is possible
for students to be interested in understanding the material
presented (Fidiyanti, 2020). Flashcards is one of many media
that can be used to help the teachers to teach English easily.
Over time, with the technological development, the
development of learning media, one of which is the use of
flashcards media, is also influenced. Nowadays, in addition to
paper flashcards, it has now developed into digital flashcards
in the form of applications or the web. The Memrise for
English language study that will be used in this study is one
example of this. Memrise is an online and mobile-based
educational tool for learning various subjects (Luczak, 2017).
Each has its own advantages, some studies said that the digital
flashcard was better than the paper-based flashcards
(Xodabande et al., 2022) but in the other hand, paper-based
flashcards have its own advantages over digital flashcards
(Honarzad & Soyoof, 2023). Another result was given by
Rachmadi (2023), in his research he said that the use of paper-
based and digital flashcards is equally effective to improve
learners' vocabulary and there is no significant difference in
the use of both.
The results of a limited number of studies are
conflicted. It is still unclear whether using digital flashcards as
a learning media is more effective, less, or equal to using
paper-based flashcards for students' vocabulary learning.
Based on the preliminary observation and interview
with the English teachers at State Senior High School (SMAN)
1 Selong, the researcher found that the common problem faced
by students in learning English is that they do not understand
the meaning of some English words due to their lack of
Journal of English Education Forum (JEEF)
JAN-MAR 2025 : Vol. 5 No. 1, Page 7-10
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vocabulary. Another problem is the students’ lack of
motivation in learning, it can be influenced by both internal
from the students themselves and external factors such as the
way teachers teach. Flashcards are one of the interactive media
that can be used in learning English. This is also confirmed by
the teacher's statement, which states that the employment of
flashcards as a learning medium in teaching English even
before technological advancements is very effective.
Therefore, this study aimed to compare the use of
paper-based and digital flashcards in vocabulary learning at
the first-grade students in SMAN 1 Selong. This study, focuses
on the study of The New General Service List (NGSL) words.
The digital flashcards used was the New General Service List
1.01 flashcard sets, and can be accessed from the Memrise
course (an online digital learning platform) using mobile
phones. The use of Memrise NGSL 1.01 flashcard sets resulted
in better vocabulary learning strategies, it was effective in
improving the learning process (Hidayatullah et al., 2024).
The Cognitive Theory of Multimedia Learning
This study was guided by the Cognitive Theory of
Multimedia Learning (CTML) by Richard E. Mayer:
Mayer (2005). CTML is a theoretical framework for learning
through the utilization of multimedia. Mayer’s (2014) CTML
suggest that multimedia learning equipments and methods can
improve and influence the learning process. In conclusion, the
use of multimedia which contain verbal and visual information
was a good option in learning process. In this case, the use of
flashcards as learning media is chosen by the researcher.
Flashcards can improve and increase students’ vocabulary
mastery, it can also help students memorize the words easily,
increase students’ attention and motivation in learning
English, and help students understand vocabulary easily
(Sitompul, 2013; Nugroho et al., 2012). Based on the theories,
the researcher believes that the use of flashcard is good for
learning new words and understanding their meaning. It means
that flashcards can be very useful in enhancing students'
vocabulary and are successful in helping students recall the
words that have been learnt.
RESEARCH METHOD
This study was conducted at SMAN 1 Selong, East
Lombok, West Nusa Tenggara for 5 weeks, from August 7,
2024 to 5 September, 2024 based on the meta-analysis
conducted by Lin and Lin (2019) on time intervention, the
researchers discovered that the majority of studies (68%)
lasted between 01 to 06 weeks, just 24% lasted for more than
02 months or longer, and only two studies lasted for a whole
semester for vocabulary research.
This study used a quantitative method using a quasi-
experimental research design. According to Sugiyono (In
Siyoto & Sodik, 2015), quantitative research method used to
research on certain populations or samples. In this study,
sampling techniques were carried out randomly, data
collection used research instruments, data analysis was
quantitative/statistical with the aim of testing predetermined
hypotheses. The population of this study were all the first-
grade students at SMAN 1 Selong in the academic year
2024/2025 with the total of 12 classes consist of 436 students
and using the Purposive Simple Random Sampling, the
samples of this study were two classes 10-1 (digital flashcard)
and 10-9 (paper flashcard) consist of 72 students, 36 students
for each class. The researcher used the pre-test and post-test
vocabulary test as the research instruments to collect the data
and find the effectiveness of the treatment that is the use of
flashcards as a learning media on students’ vocabulary
mastery, it applied for both paper-based and digital flashcards
group so that the outcome for both groups can be compared to
see whether it has a difference or not on the use of both paper-
based and digital flashcards.
The Memrise with the New General Service List
(NGSL) 1.01 flashcard sets was used in this study and the
paper flashcard used the vocabulary material in the Memrise
with the New General Service List (NGSL) 1.01 flashcard sets.
The NGSL was selected with consideration that it consists the
general vocabulary of approximately 2800 high-frequency
words that are commonly used in a wide range of context. The
NGSL focused on general vocabulary or the high-frequency
words, allowing the students to prioritize the most words that
are commonly used in English to learn.
The pre-test and post-test were taken from the New
General Service List Test (NGSLT) with consideration of it
already represents 2000 to 3000 words families that learners
need. The post-test was rearranged to avoid students from
doing the very same test. The treatments were done 3 times in
3 meetings for 3 weeks, 1 meeting per week for each class.
The next step is to analyze the data collected, data
collected in this study was analyzed using Mann-Whitney non
parametric test in the SPSS software, the reason researcher
used this test method was because the data collected was not
normal after being tested for data normality using the Shapiro-
Wilk’s normality test.
RESULT AND DISCUSSION
This study focused on the use of flashcard as media to
learn vocabulary at the first-grade student of SMAN 1 Selong,
and comparing them to find out whether they have significant
difference or not on their use. The vocabulary tests were
applied in the pre-test and post-test for both groups to see their
prior knowledge of vocabulary and get the data needed to be
compared and find out whether it have any significant
differences or not. Observation and documentation were also
conducted during the research, resulting in data that can be
used for data processing. The collected data is as follows:
Table 1. 10-9 Score
Table 2. 10-1 Score
10-9
(Pape
r FC)
Score
10-1
(Digit
al FC)
Score
Pre-
test
Post-
test
Pre-
test
Post-
test
46 53
39 28
89 75
51 68
57 40
33 51
73 66
24 40
95 75
46 29
36 44
40 27
72 46
89 67
52 67
41 35
39 25
55 33
91 81
30 74
69 89
36 64
91 88
23 92
91 81
66 25
24 26
25 20
73 84
85 83
82 88
45 27
51 57
65 84
74 48
77 53
52 89
79 69
35 65
88 68
94 71
38 33
67 61
38 75
55 69
99 85
61 86
51 – 80
85 56
64 90
90 42
93 59
64 88
86 83
38 71
88 84
93 78
37 53
78 66
51 84
54 93
98 63
64 88
58 – 88
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Table 1. 10-9 Score
Table 2. 10-1 Score
10-9
(Pape
r FC)
Score
10-1
(Digit
al FC)
Score
Pre-
test
Post-
test
Pre-
test
Post-
test
67 54
42 52
89 79
91 59
62 75
52 59
70 79
51 94
Total
1909
2214
Total
2365
2621
Avg
53.027
78
61.5
Avg
65.694
44
72.805
56
The pre-test and post-test results provide useful
information about students’ prior knowledge of general
vocabulary and the result after being treated at the treatment
stages using paper-based and digital flashcard.
According to Table 1. and Table 2., the total pre-test
score for 10-9 and 10-1 were 1909 and 2365, the mean of pre-
test scores was 53,03 and 65,70. It has a significant difference
on both groups’ prior knowledge. Furthermore, the post-test
score provides the information of students’ development of
vocabulary after being treated, the post-test also provides the
information about the paper-based and digital flashcard
whether it have any significant differences or not.
This information is obtained by comparing the post-test
score of both groups through several stages of data analysis.
The Normality Test
Following data collection, before deciding on a data
analysis method, researchers conducted a normality test on the
data by using the Shapiro-Wilk test at a significance level of
0,05, the following result was shown in Table 3.
Table 3. Normality Test
Shapiro-Wilk
Class
Statistic
df
Sig.
Score
Class
10-1
.926
36
.019
Class
10-9
.844
36
<.001
Based on the Table 3. above, the output indicated that
the Sig. value for class 10-1 was 0,019 and class 10-9 was <
0,05, indicating that the data was not normally distributed, as
stated by Santoso (2014: 191), data is said to be normally
distributed in the Shapiro wilk test if the Sig. value > 0,05.
Furthermore, due to the abnormal data, researcher used the
Mann Whitney non-parametric test to do data analysis and
hypothesis testing
Mann-Whitney Test
After analyzing the data, the result of the data analysis
and hypothesis testing can be seen in the test statistics in Table
4.
Table 4. Ranks
Class
N
Mean Rank
Sum of Ranks
Score
Class 10-1
36
40.51
1458.50
Class 10-9
36
32.49
1169.50
Total
72
Table 5. Test Statistics
Mann-Whitney test
Mann-Whitney U
503.500
Asymp.Sig (2-tailed)
.103
Based on the output in Table 5. Test Statistics in the
Mann-Whitney test above, the Asymp. Sig. (2-tailed) was
0,103, which was greater than > the probability value of 0,05.
As a result, as the basis for decision making in the Mann-
Whitney test, it is possible to conclude that Ha is rejected and
H0 is accepted, which means that there are no significant
differences between the use of paper-based flashcards and
digital flashcards.
In addition, although the two do not have any
significant differences, it can be seen from the result of the pre-
test and post-test that both are improving, showing that both
paper-based and digital flashcards have positive effects on
students and their vocabulary mastery. Komachali &
Khodareza (2012), stated that flashcards are useful for drilling
new letters, syllables, words, and other information. Sitompul
(2013), stated that flashcards can improve students’
vocabulary mastery, it can also help them memorize the words
easily, motivate them to learn English, and help them
understand vocabulary easily. Besides, digital flashcards
provide opportunity for learning to occur outside the
classroom walls in anytime and anyplace (Başoğlu and
Akdemir, 2010).
CONCLUSION
The primary purpose of the study was to compare the
use of paper-based flashcard and digital flashcard as media to
learn general vocabulary and find out whether they have a
significant difference or not on their use. Based on the results
of hypothesis testing using Mann-Whitney Test that has been
done before, the result obtained was Asymp. Sig. (2-tailed)
was 0,103, which is greater than > the probability of 0,05
showed that the null hypothesis (H0) was accepted and the
alternate hypothesis (Ha) was rejected.
In conclusion, based on the result obtained, there is no
significant difference on the use of paper-based flashcard as
opposed to digital flashcard as media to learn vocabulary at the
first-grade student of senior high school. Moreover, the study
yielded positive results apart from the purpose of the study, it
was found that the paper-based and digital flashcard have
positive impacts on the learning process, the students and their
improvement of vocabulary mastery.
The result from the observations of research results that
were reviewed with Cognitive Theory of Multimedia Learning
(CTML), in accordance with the assumptions of CTML, the
use of flashcards fulfills all three assumptions. First, the brain
process information (verbal and visual information) using two
channels. In the use of flashcards, students can process the
information in the flashcards (visual) and the information from
the teacher’s explanation (verbal) well. Second, every channel
has a capacity limit. This explained why the treatment is done
in stages, 1000 words per meeting and not 3000 words at once.
Third, individuals are active processors who seek to make
sense of multimedia presentations. When the flashcards media
was used in the learning process, students become more active,
they were curious and ask more than usual.
This study focused on the target vocabulary so it
focused and limited on the words listed in the NGSL.
Furthermore, the test and the learning material in this study
was descriptive vocabulary to focus more on the aspect of
meaning of the words. The researcher suggests to further
researcher to reach the larger aspects such as the greater
vocabulary coverage other than just the general vocabulary, as
Journal of English Education Forum (JEEF)
JAN-MAR 2025 : Vol. 5 No. 1, Page 7-10
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well as the other aspects besides of meaning of the words such
as the form of vocabulary, or etc.
In addition, the researcher suggests to all parties
specially the teachers to be more creative on developing
learning for students to make the students to be more active,
motivated, and interested in following the learning process.
This concerns the use of learning media, teaching methods,
learning strategies, etc. These would help both teachers and
students so that the learning objectives can be achieved well.
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