The Implementation of Flashcards in Deep Learning Based English Language Instruction to Support Memory Recall Among Elementary School Students

Abstract

Vocabulary recall is one of the key aspects of English language learning in elementary school.
The use of learning media that aligns with students’ developmental characteristics is
necessary to support the processes of information storage and retrieval. This study aims to
describe the implementation of deep learning-based flashcards in supporting elementary
school students’ English vocabulary recall. The study employed a qualitative approach with
a case study design conducted at SDN 1 Pakisrejo, Blitar Regency. Data were collected
through observation, interviews, and documentation, involving the principal, teachers, and
students as information sources. Data validity was verified through source and technique
triangulation, while data analysis was conducted through the stages of data reduction, data
presentation, and drawing conclusions. The results showed that flashcards were
implemented through guessing games involving pictures and vocabulary, which encouraged
students’ active engagement in learning. The combination of pictures and words on the
flashcards helped students associate visual information with English vocabulary, while the
guessing activities provided students with opportunities to recall previously learned
information. Students showed enthusiasm and positive responses and stated that the use of
images on the flashcards helped them remember vocabulary. Thus, flashcards can serve as
a practical, interactive, and cost-effective alternative learning medium to support the recall
of English vocabulary and create an active and enjoyable learning experience as part of deep
learning.