Enchancing English Vocabulary Retention and Phonetic Accuracy Using  Interactive Flashcards

Umroh Umroh; Edy Suseno

doi:10.55606/jupensi.v6i1.7016

Authors

Umroh Umroh Institut Keguruan dan Ilmu Pendidikan Widya Darma
Edy Suseno Institut Keguruan dan Ilmu Pendidikan Widya Darma

DOI:

https://doi.org/10.55606/jupensi.v6i1.7016

Keywords:

English Pronunciation, Flashcards, Interactive Learning Media, Qualitative Descriptive Approach, Vocabulary Acquisition

Abstract

This qualitative descriptive study investigated the impact of interactive flashcards on the vocabulary acquisition and pronunciation accuracy of fifteen high school students. By synthesizing classroom observations and semi-structured interviews, the research identified how multisensory tools facilitate stronger cognitive links through visual and phonetic association. Findings reveal that these digital resources effectively lower the affective filter, allowing students to engage in low-stakes private practice that builds the confidence necessary for public speaking. For educators, this research demonstrates that replacing static word lists with interactive media can mitigate orthographic interference and address complex phonemes through self-paced, autonomous learning. For researchers, the study provides a robust narrative on the role of gamified scaffolding in reducing cognitive load and sustaining student motivation. The emergence of spontaneous peer-tutoring further suggests that interactive tools can transform solitary study into a collaborative social process. Ultimately, this study offers a scalable model for modern curriculum design, suggesting that multisensory engagement is essential for helping students transition from basic communication to academic linguistic mastery. These insights encourage the adoption of dynamic, tech-driven materials to foster an inclusive and high-engagement language learning environment.

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