STUDENT INTERACTION AND PERCEPTION IN USING PICTURE-WORD FLASHCARDS FOR LEARNING DAILY LIFE VOCABULARY

Authors

  • Deuis Universitas Suryakana
  • Vina Aini Salsabila Suryakancana University

DOI:

https://doi.org/10.35194/jj.v14i2.6587

Keywords:

Picture-Word Flashcards, Student Interaction, Everyday Vocabulary, English Learning

Abstract

The aims of this study are to identify the types of student interactions that occur when using the flashcards and to find out students’ opinions about this learning tool. A qualitative descriptive method was used in this study. The data were collected through classroom observations, questionnaires, and interviews. The findings show that all three types of interaction appeared during the learning process, but exploratory talk was the most common. Students often discussed ideas, shared opinions, and worked together to understand the meanings of words. This shows that the flashcards encouraged active communication and cooperation among students. In addition, most students gave positive responses. They said that the pictures helped them understand and remember vocabulary better and made learning English easier. Overall, the study concludes that picture-word flashcards are effective for promoting classroom interaction, improving vocabulary understanding, and supporting English language learning.

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Published

2026-06-25

How to Cite

Deuis, & Salsabila, V. A. (2026). STUDENT INTERACTION AND PERCEPTION IN USING PICTURE-WORD FLASHCARDS FOR LEARNING DAILY LIFE VOCABULARY. Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching), 14(2), 400–414. https://doi.org/10.35194/jj.v14i2.6587

Issue

Vol. 14 No. 2 (2026)

Section

Articles

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