RESEARCH PROPOSAL

THE INFLUENCE OF ENGLISH POP-UP BOOKS ON VOCABULARY

MASTERY OF FIFTH-GRADE STUDENTS OF MADRASAH
IBTIDAIYYAH (MI) NURUSSALAM MANTINGAN

Arranged By:
MELANI NATHANIA VEIRINA
42.2021.133034

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TARBIYAH
UNIVERSITY OF DARUSSALAM GONTOR
MANTINGAN NGAWI EAST JAVA INDONESIA
2024
 CHAPTER I
INTRODUCTION

This section will discuss the background of the study, statements of the
problem, research objectives, significance of the study, scope and limitation, and
systematical writing. All the sections will be explained below:

A. BACKGROUND OF THE STUDY

Education is a process to develop the ability of each individual to
identify and develop their potential1. The potential of each individual can
be explored and formed in several ways, one of which is by education
obtained at school. Education in schools is formal education organized by
an institution. Education is formed from relationships and interactions
between teachers and students in an effective teaching and learning
process. Teaching and learning activities have instruments, namely
teachers as teachers, students as students and material as a form of
education delivered by teachers to students. The process of delivering this
material is an interaction carried out by both, in this case, it is expected
that education is not only for students who receive it but also for teachers
who can evaluate the process of teaching activities carried out.
English is a foreign language that is learned and included in the
learning curriculum taught in all schools in Indonesia, or can also be called
English for Foreign Language (EFL). Foreign language learning is
included in the curriculum taught in schools 2. This is one of the briefings
held by the school for its students before facing world-class competition in
technology. The foreign language that is widely taught is English, because

1
Agustina Ramadhianti, Sugianti Somba, and Amrina Rosyada, “Pelatihan Penggunaan Media
Flash Card Dalam Pembelajaran Bahasa Inggris Pada Taman Belajar Ar Raihan,” Jurnal
ABDINUS : Jurnal Pengabdian Nusantara 7, no. 1 (2023): 229–36,
https://doi.org/10.29407/ja.v7i1.18562.
2
Dafa Alya Nabila and Ayu Oktaviani, “Flashcards for Improving Students’ Vocabulary Mastery,”
U-JET 11 (2022): 2–5.

2
 English is an international language recognized in the United Nations
(UN).
The development of vocabulary is one of the most important
aspects of learning the English language3. Vocabulary mastery is essential
to applying all other English language skills such as listening, speaking,
reading and also writing skills. But the broad scope of terminology
presents difficulties for teachers and students alike. A comprehensive
vocabulary is the key to help students learn English. Every word must be
consistently taught to the children while they practice the sound system
and learn structure4. Good vocabulary develops the core communicating,
learning and thinking. Because without vocabulary there is no
communicate, read, and write can existed. But nowadays, many students
complained about the difficulty in understanding the English subject
because of less vocabulary they had. That problem should be known by the
teachers as the evaluation in their teaching.
Madrasah Ibtidaiyyah (MI) Nurussalam is an elementary level
educational institution that narrates the curriculum with one of the
compulsory subjects, English. English learned at the elementary school
certainly starts from the appropriate or basic language level suitable for
children. The learning method in grade 5 Madrasah Ibtidaiyyah (MI)
Nurussalam is teacher-centered learning, while students only listen to the
teacher's explanation of the material being taught or also known by
conventional method. In other words, it has not used appropriate media in
the teacher's explanation of students. In addition, with the learning method
that is usually taught, students do not pay too much attention to the teacher
when explaining lessons in class or it can be said that students are not
interested in the teaching material. So, students pay less attention to the
teacher and prefer to play or talk in class with others.

3
Nindy Susrianty, Marsika Sepyanda, and Risza Dwiputri, “THE EFFECT OF POP-UP BOOKS
TOWARD STUDENTS’ VOCABULARY MASTERY,” ELP (Journal of English Language
Pedagogy) 9, no. 1 (2024), https://doi.org/10.36665/elp.v9i1.856.
4
Nurfitriani Idris, Muhammad Yahrif, and Sujarwo, “The Influence of Using Crossword Puzzle to
Improve Students’ Vocabulary Mastery of Class VII SMP Negeri 4 Pujananting of Barru,”
EDULEC : Education, Language, and Culture Journal 3, no. 1 (2023): 15–23,
https://doi.org/10.56314/edulec.v3i1.114.

3
 The material was taken from the coursebook and also used the
Kurikulum Merdeka. The book has 4 chapter and being taught 2 each
semester. The students have the problem that they easy to forget the
material they learned. Because of that, they had low marks in English
subject. Many students also didn’t know the good pronounciation in
English, they still pronounce according to the authentic word not
pronounciation. A half of them also dislike English since English is the
hard lesson.
In the learning process, a fun milieu is needed to be able to arouse
the enthusiasm of students in learning. This is so that students can have
high self-confidence, creative and innovative mindset. To achieve this, of
course, the role of teachers is very important in choosing appropriate
learning strategies and teaching media used.
Teaching media in classroom learning is needed because of several
things, students can receive lessons well in class, students are able to
adjust to the language environment well and also students can be
interested during language learning in class. One of the teaching media
that can be applied to elementary school-age children is pop-up books as
the media.
The pop-up book is a media that is launched by three-dimensional
pictures inside the book. It provides an interesting visualization for the
viewers. Pop-up books can be mixed with the kinds of English material
and engaging way to present the vocabulary 5. Pop-up books are a kind of
creative medium that helps kids be more imaginative, increase their
appreciation for books, and develop more creative mindsets. Purposes
applied pop-up books as the learning media are; first, to attract the
attention of learners in the teaching and learning process. Second, to make
it easier for students to understand new vocabulary taught in class using
these media. Third, to increase students' interest in learning while in class.
Based on the explanation above, it is concluded the preliminary
interview with a teacher that students are less interested in the material
5
Susrianty, Sepyanda, and Dwiputri, “THE EFFECT OF POP-UP BOOKS TOWARD
STUDENTS’ VOCABULARY MASTERY.”

4
 taught because the delivery and media used by teachers have not been
effective and innovative. The teacher only taught the material based on the
coursebook without any media used. For this reason, learning media using
pop-up books is the right choice of media to be applied in grade 5 MI
Nurussalam. Therefore, the researcher wants to discuss this issue with a
study entitled "The Influence of English Pop-Up Book on Vocabulary
Mastery of Fifth-Grade Students of Madrasah Ibtidaiyyah (MI)
Nurussalam Mantingan"

B. STATEMENT OF THE PROBLEM

Based on the above background, the researcher can state the
problem as follows:
1. What is the vocabulary ability of grade 5 students of Madrasah
Ibtidaiyyah (MI) Nurussalam Mantingan?
2. How much influence do English Pop-Up Books have on grade 5
students of Madrasah Ibtidaiyyah (MI) Nurussalam Mantingan?

C. RESEARCH OBJECTIVES
Based on the statements of the problem above, this study aims to:
1. To know and understand the English vocabulary skills of grade 5
students of Madrasah Ibtidaiyyah (MI) Nurussalam Mantingan.
2. To know how much influence English pop-up books have on
improving English vocabulary of grade 5 students of Madrasah
Ibtidaiyyah (MI) Nurussalam Mantingan.

D. SIGNIFICANCE OF THE STUDY

Considering the proposed research, this section describes some
expected significances. This research is supposed to be beneficial for
teachers, schools and other researchers. Each will be revealed below:
1. For teachers
This research is expected so that teachers can develop
interesting learning media in the classroom.

5
 2. For schools
This research is expected to improve the quality of learning
and school achievement.
3. For other researchers
This research is expected to be used as a reference for
future research.

E. SCOPE AND LIMITATIONS

The research will conduct a quasi-experimental design. It focuses
on the fifth-grade students of Madrasah Ibtidaiyyah (MI) Nurussalam
Mantingan. The researcher will choose a class as the control group and
also experimental group by using the grade before and after activity or
using the pre-test and post-test for the students. It will be conducted based
on the schedule of the class.

F. SYSTEMATICAL WRITING
The first chapter discusses some informations to find the basic
concept of this research. It explains the background of the study, the
statement of the problem, the research objectives, the significance of the
study, the scope and limitation of the study.
Following the basic information in Chapter I, the second chapter
discusses some review of related literature. The discussion is all about
teaching English for young learners, vocabulary and English pop-up book.
Following the information on the review of related literature in
chapter II, the third chapter describes the research design, the hypothesis,
the instrument of collecting data, technique of data collection, and
technique of data analysis.
The fourth chapter discusses about data presentation, analysis data
and discussion about the result of the research
The last chapter concludes the conclusion of the research and the
suggestion.

6
7
 CHAPTER II
LITERATURE REVIEW

Following the basic information in chapter one, this chapter will discuss
the review of literature. This discussion is all about the teaching English for young
learners, vocabulary, English pop-up books, previous studies, conceptual
framework, and also research hypoteses. All the sections will be explained below:

A. TEACHING ENGLISH FOR YOUNG LEARNERS

The young learners mean young students learning English in
school. Scott ang Ytreberg stated that young learners are divided into two
level. The first is beginner level 5-7 age years and the second level is 8-11
age years 6. For this age, concrete objects will be more clearly for students
to understand especially in English language. It can be included in picures,
songs, toys, games, etc.
At this age, children will already be able to tell the difference
between fiction and non-fiction and will be creative and energetic.
Children actually like learning through stories, games, songs, and visual
aids. Consequently, they'll be inspired to learn English in class. Children
enjoy stories just as much as they do games. Instead of hearing things
stated word for word, students can concentrate on the context through the
stages.
Students are encouraged to use English more frequently and
actively through the activities, even if they do so in their own dialect at
times. Active learners who enjoy learning tend to learn best by doing.

B. VOCABULARY
Teaching English is divided into two parts, such as receptive and
productive. Receptive included listening and reading, whereas productive
included speaking and also writing that product oral and written English.

6
Ellok Mustika Wulandari and Muammar Chadafi, “The Effectiveness of Using Flashcards on
Teaching English Vocabulary,” JEET, Journal of English Education and Technology 2, no. 04
(2022): 522–31, http://jeet.fkdp.or.id/index.php/jeet/article/view/58.

8
 In learning English as Foreign Language, we have to master four skill that
consist of listening, speaking, reading and writing. These skills can not be
separating from the vocabulary. Vocabulary is the one of prime things to
great language achievement. A vocabulary is an essential component for
knowledge and skills. In short, vocabulary is a collection of words from a
language that are used to meaningfully communicate the speaker's
thoughts or feelings. 7.
Additionally, a few professionals discuss the significance of
mastering vocabulary. Learning vocabulary is more crucial than learning
grammar, according to David Wilkins, as "nothing can be conveyed
without vocabulary; very little can be conveyed with grammar." In
conclusion, speech plays a critical role in meaningful communication, and
vocabulary is one of the fundamental components of language.
Susanto (2017) distinguishes between two categories of
vocabulary: receptive and productive 8.
 Receptive vocabulary is composed of terms that students can
identify and comprehend in context but are unable to appropriately
produce. When language is seen in a reading context but is not used
in speech or writing, learners can recognize it. Receptive
vocabulary learning is sometimes referred to be a passive process
since the student merely takes in other people's ideas.
 Learners' productive vocabulary consists of words that they
comprehend, can pronounce correctly, and can employ in speech
and writing. It involves the capacity for timely writing or speaking
in addition to a receptive vocabulary.

C. ENGLISH POP-UP BOOKS

Pop-up books are the type of book that contains three-dimensional
paper structures that “pop-up” when the pages are opened. These
structures are often designed to develop the visual interactive experience
of the reader, making the book more engaging, especially for children.
7
Wulandari and Chadafi.
8
Nabila and Oktaviani, “Flashcards for Improving Students’ Vocabulary Mastery.”

9
 Pop-up books are the unique and engaging form of pictures that combines
art and science to bring illustrations to life in three-dimensional.
Pop-up books are a kind of creative medium that helps kids be
more imaginative, increase their appreciation for books, and develop more
creative mindsets. Pop-up book can entertain the students and give more
interesting for learning. The material launched in the form of conspicuous
things that give the great attention9.
Purpose applied the pop-up books as the media. This is first, to
attract the attention of learners in the teaching and learning process.
Second, to make it easier for students to understand new vocabulary taught
in class using these media. Third, to increase students' interest in learning
while in class.
According to Sunarti’s research that Van Dyak stated that pop-up
books have many profits10, such as:
1. Acclaimed using in teaching complicated vocabulary
2. Described visual things, support students in developing things with
pictures
3. Add new experiences

D. PREVIOUS RESEARCH
There are several studies related to flash cards. The first is research
conducted by Karina Bunga Pratiwi et al in 2020 entitled The
Development Pop-Up Books to Improve Children’s Language Skills. This
research is research that aims to develop pop-up books as learning media
to improve students’ language in retelling the story. The instruments used
in data study consisted of validation of material, media, peers and results
of sharing and results of Pop-Up Books Media11.

9
Sunarti et al., “The Effectiveness of Pop-up Book Media in Learning Reading Skills of Grade II
Elementary School,” Cakrawala Pendidikan 42, no. 2 (2023): 493–506,
https://doi.org/10.21831/cp.v42i2.50381.
10
Sunarti et al.
11
Karina Pratiwi, Sugito Sugito, and Marianus Subandowo, “The Development Pop-Up Books To
Improve Children’s Language Skills,” JKTP: Jurnal Kajian Teknologi Pendidikan 3, no. 4 (2020):
408–14, https://doi.org/10.17977/um038v3i42020p408.

10
 Second, a study conducted by Iska Rahmatul Wipqi et al in 2023
with the research title Pengembangan Media Pop-Up Book dalam
Penguasaan Kosakata Bahasa Arab di MTs AL-MUSLIMUN NW TEGAL.
This research uses qualitative research methods to produce data. This
study aims to determine the influence of using pop-up book media on the
process of Arabic vocabulary mastery among ninth-grade students of MTs
Al-Muslimun NW Tegal. The result of this research suggests that pop-up
books are beneficial for learning Arabic vocabulary12.
Third, according to Sonia Melinda and Elise Muryanti in their
research entitled Efektivitas Pop-Up Flipbook terhadap Pengenalan
Kosakata Bahasa Inggris di Taman Kanak-Kanak Annisa Kota Sungai
Penuh. In this study, researchers applied a quasi-experimental method with
a nonequivalent pretest-posttest control group design. The results of this
study can be concluded that the independent sample t-test analysis of the
experimental group's gain score data is higher than that of the control
group, meaning that there is a significant difference between the
experimental and control groups' pretest-posttest. It is invaluable that pop-
up flipbook media in the introduction of English Vocabulary was
effective13.
Fourth, the research conducted by Siti Khadijah and Yanti Sri
Rezeki in 2023 under the title Developing Pop-Up Book for Teaching
Vocabulary to Young Learners. This study aims to develop the learning
media such as pop-up book for teaching vocabulary to young learners
especially kindergarten students at Darul Ulum Kindergarten. This study
result is the development phase involved the pop-up book made the high
score and indicate that is easier media using in teaching young learners14.

12
Iska Rahmatul Wipqi et al., “PENGEMBANGAN MEDIA POP UP BOOK DALAM
PENGUASAAN KOSAKATA BAHASA ARAB DI MTS AL-MUSLIMUN NW TEGAL,” Sastra
Indonesia Dan Daerah 3, no. 2 (2023): 59–69.
13
Sonia Melinda Melinda and Elise Muryanti, “Efektivitas Pop Up Flip Book Terhadap
Pengenalan Kosa Kata Bahasa Inggris Di Taman Kanak-Kanak Annisa Kota Sungai Penuh,”
Generasi Emas 6, no. 2 (2023): 1–9, https://doi.org/10.25299/ge.2023.vol6(2).13177.
14
Siti Khadijah and Yanti Sri Rezeki, “Developing Pop-Up Book for Teaching Vocabulary to
Young Learners,” Journal of English Education Program 4, no. 1 (2023): 38–43,
https://doi.org/10.26418/jeep.v4i1.54957.

11
 The fifth previous research is the research that conducted by Diani
Deka Rusanti et al in 2023 entitled Application of Pop-Up Book Media in
Developing Children’s Linguistic Intelligence. This study used the
qualitative descriptive research with the data collection carried out directly
at kindergarten location such as observation, interviews and
documentation. The result shows the development childhood linguistic
intelligence which shown that the children can answer the complex
questions15.
Sixth, the research conducted by Nindy Susrianty et al in 2024
under the title The Effect of Pop-Up Books Toward Students’ Vocabulary
Mastery. This study used a quasi-experimental design, the experimental
and the control groups were determined through a random draw. Based on
the result, to improve student engagement in vocabulary learning, teachers
are advised to consider this research when investigating a wider variety of
instructional media16.
Seventh, according to Sunarti’s research entitled The Effectiveness
of pop-up book media in learning reading skills of grade II elementary
school in 2023. This research was conducted using a quasi-experimental
design that aim to evaluate the effectiveness of pop-up book media in
learning reading skills. The result developed a high value and it can be a
significant difference between the experimental class and control class.
The research concluded that the pop-up book was effective in improving
reading skills17.

E. CONCEPTUAL FRAMEWORK
In learning English, of course, it has a central point that needs to be
considered, namely vocabulary. Vocabulary is a language communication

15
Diani Deka Rusanti et al., “Application of Pop-Up Book Media in Developing Children’s
Linguistic Intelligence,” AL-ISHLAH: Jurnal Pendidikan 15, no. 2 (2023),
https://doi.org/10.35445/alishlah.v15i2.2879.
16
Susrianty, Sepyanda, and Dwiputri, “THE EFFECT OF POP-UP BOOKS TOWARD
STUDENTS’ VOCABULARY MASTERY.”
17
Sunarti et al., “The Effectiveness of Pop-up Book Media in Learning Reading Skills of Grade II
Elementary School,” Cakrawala Pendidikan 42, no. 2 (June 1, 2023): 493–506,
https://doi.org/10.21831/cp.v42i2.50381.

12
 tool that every individual uses in their daily lives. Mastery of vocabulary
skills is very important. In this case, it is expected that students can master
every vocabulary taught in class. The lack of student vocabulary is
certainly centered on several aspects that accompany it. It is like the
accompanying medium and teaching the vocabulary itself. Teaching media
is a tool that is intended to assist teachers in conveying explanations to
students in class. One of the teaching media offered is Pop-Up Books, a
tool in the form of three-dimensional pictures inside the book to make it
easier for students to understand and more interesting to learn vocabulary.
Based on the description above, it is expected that there will be a
concrete influence between teaching media in the form of pop-up books
with vocabulary mastery in students.

G. RESEARCH HYPOTHESIS
Based on the thinking curve above, the following hypothesis can
be taken:
H0: There is no influence of English Pop-Up Book on vocabulary mastery
of fifth-grade students of Madrasah Ibtidaiyyah (MI) Nurussalam
Mantingan.
H1: There is an influence of English Pop-Up Book on vocabulary mastery
of fifth-grade students of Madrasah Ibtidaiyyah (MI) Nurussalam
Mantingan.

13
 CHAPTER III
RESEARCH METHOD

Following the basic information in chapter two, this chapter will discuss
the research method. This discussion is all about the research design, the
hypothesis, the instrument of collecting data, the technique of data collection, and
also technique of data analysis. All the sections will be explained below.

A. THE RESEARCH DESIGN

The research in this research is the quantitative method in general.
The quasi-experimental method is applied to the research design.
Quantitative research is explained about phenomena by collecting
quantitative data and using a mathematically based method. In quantitative
research there are some special characteristics, they are number, objective,
and also universal.
Campbell, Shadish, and Cook stated that a quasi-experimental is an
experiment that has a treatment, a measurement of the impact of the
treatment, and a unit of experiment. However, it does not use random
samples as a comparison in research to conclude the effect of treatment18.
The research design uses experimental design, which is used in
assessing the influence between two or more variables 19. The researcher
will examine the instrument of the study by assessing the influence
between two or more variables in the group. In this research, the
researcher will combine the English Pop-Up Books as media and English
Vocabulary for the variables. The researcher believes that the experiment
research in this research will show the influence or cause and effect
between two or more variables in research by examining those variables
by using a certain of the analysis technique.
B. THE HYPOTHESIS
18
Eka Fitriyani and Putri Zulmi Nulanda, “Efektivitas Media Flash Cards Dalam Meningkatkan
Kosakata Bahasa Inggris,” Psympathic : Jurnal Ilmiah Psikologi 4, no. 2 (2017): 167–82,
https://doi.org/10.15575/psy.v4i2.1744.
19
Alun Fitria Ningsih, “The Correlation between Students’ Habit in Watching English Movie and
Learning Style toward Listening Comprehension,” 2019.

14
 A hypothesis is a statement that a conjecture against something
is true. Hypothesis testing is a process carried out to make decisions
from two opposing hypotheses20. Hypothesis required in research is to
anticipate the result of the investigation, the presumption of the
utilization of learning media such as English pop-up books is can offer
assistance the learner way better in understanding and additionally
increasing their knowledge in vocabulary mastery. Subsequently, the
theory or conditional reply will be actualized by the researcher
replying the result based on the correct method.
This research has two hypotheses: Null Hypothesis (H0) and
Alternative Hypothesis (Ha)21. The Null Hypothesis is no existed in the
influence between the variables in the instrument. Alternative
Hypothesis defines that there is an influence between the variables of
research. It means there is an influence between English pop-up books
media and the vocabulary of fifth-grade students in Madrasah
Ibtidaiyyah (MI) Nurussalam.
In this research, the researcher will try to demonstrate the
commitment of English Pop-Up Books on vocabulary mastery of fifth-
grade students in Madrasah Ibtidaiyyah (MI) Nurussalam. Using the
Alternative Hypothesis, the researcher accepts that English Pop-Up
Books can increase vocabulary mastery. In this way, the conclusion of
this, think about will demonstrate whether the Alternative Hypothesis
turns up as a fitting result.

C. THE INSTRUMENT OF COLLECTING DATA

The instruments of collecting data, the researcher will use
questionnaires and tests such as English pop-up books and vocabulary.
It would be explained below:

a. The Questionnaire

20
ENos Lolang, “HIPOTESIS NOL DAN HIPOTESIS ALTERNATIF,” Jurnal Kip 3, no. 3
(2014): 685–96.
21
Lolang.

15
 The questionnaire is the research instrument consisting of a
series of questions and other prompts for the purpose of gathering
information from respondents. A questionnaire comprises of
number of questions printed or written in an unequivocal
arrangement on a form or set of shapes. The questionnaire is sent to
respondents who are anticipated to be examined and get it the
questions and reply to the question on their own 22. For this session,
the researcher will give the respondent many questions related to
the use of pop-up books as a medium for vocabulary mastery.
b. The Test
The test used in this study was to find the score of
mastering the vocabulary after using the pop-up books as the
media. Definition of the test is a set of questions, exercises, a set of
tasks which is done by students or a group of students that used to
measure the skill, knowledge, ability and achievement that can be
compared to the standard value.

D. THE TECHNIQUES OF DATA COLLECTION

In this research will use some steps or procedures to collect the
data, the procedures that consisted of some steps below:
a. The researcher observes to know the number of students as a
population.
b. The researcher gives the test about vocabulary.
c. The researcher gives the questionnaire of the students’ ability in
vocabulary after using English Pop-Up Books.
d. The researcher analyzes the result of the data by using SPSS or
Microsoft Excel.
E. THE TECHNIQUES OF DATA ANALYSIS
To analyze the data that have been taking, the researcher uses the
aplication SPSS or Microsoft Excel. Data analysis can be explained as the
process of discovering useful information by evaluating data whereas
22
Ningsih, “The Correlation between Students’ Habit in Watching English Movie and Learning
Style toward Listening Comprehension.”

16
quantitative data analysis can be defined as the process of analyzing data
that is number-based or data that can easily be coverted into numbers. It is
based on describing and interpreting objects statistically and with numbers
as it aims to interpret the data collected through numeric variables and
statistics.
Quantitative data analysis methods typically work with algorithms,
mathematical analysis tools, and software to gain insights from the data,
answering questions such as how many, how often, and how much. Data
for quantitative data analysis is usually gotten from avenues like surveys,
questionnaires, polls, etc. data can also come from sales figures, email
click-through rates, number of website visitors, and percentage revenue
increase.

17
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Khadijah, Siti, and Yanti Sri Rezeki. “Developing Pop-Up Book for Teaching
Vocabulary to Young Learners.” Journal of English Education Program 4,
no. 1 (2023): 38–43. https://doi.org/10.26418/jeep.v4i1.54957.

Lolang, ENos. “HIPOTESIS NOL DAN HIPOTESIS ALTERNATIF.” Jurnal

Kip 3, no. 3 (2014): 685–96.

Melinda, Sonia Melinda, and Elise Muryanti. “Efektivitas Pop Up Flip Book
Terhadap Pengenalan Kosa Kata Bahasa Inggris Di Taman Kanak-Kanak
Annisa Kota Sungai Penuh.” Generasi Emas 6, no. 2 (2023): 1–9.
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Nabila, Dafa Alya, and Ayu Oktaviani. “Flashcards for Improving Students’
Vocabulary Mastery.” U-JET 11 (2022): 2–5.

Ningsih, Alun Fitria. “The Correlation between Students’ Habit in Watching

English Movie and Learning Style toward Listening Comprehension,” 2019.

Nurfitriani Idris, Muhammad Yahrif, and Sujarwo. “The Influence of Using

Crossword Puzzle to Improve Students’ Vocabulary Mastery of Class VII
SMP Negeri 4 Pujananting of Barru.” EDULEC : Education, Language, and
Culture Journal 3, no. 1 (2023): 15–23.
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Pop-Up Books To Improve Children’s Language Skills.” JKTP: Jurnal
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18
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