From Silence to Confidence: Improving Students’ Speaking through Word Card Media
DOI:
https://doi.org/10.61277/exel.v1i2.261Keywords:
speaking skills, word card media, classroom action research, vocabulary mastery, student motivation and confidenceAbstract
Speaking is one of the most essential yet challenging skills for language learners, especially when
limited vocabulary and low confidence restrict their ability to communicate effectively. This
Classroom Action Research (CAR) aimed to enhance students’ English-speaking skills through the
use of word card media. The study involved 15 seventh-grade students of class VII A and followed
four stages: planning, acting, observing, and reflecting. Data were collected through tests,
observations, interviews, and questionnaires using both quantitative and qualitative analyses.
Before the intervention, students showed low confidence, poor vocabulary mastery, and minimal
participation. After implementing word card media, students became more active and confident in
speaking activities. The mean speaking score increased from 71 to 80, surpassing the Minimum
Mastery Criteria. Observations and questionnaire results (overall mean = 3.44) indicated higher
motivation, engagement, and positive perceptions of the learning process. The findings demonstrate
that word card media effectively improve vocabulary mastery, pronunciation, fluency, and
confidence, while transforming the classroom into a more student-centered and interactive
environment. This study also introduces a new concept of multimodal, vocabulary-driven speaking
instruction, in which word cards act as interactive cognitive tools that bridge vocabulary learning
and communicative use. Future research is recommended to explore digital or gamified word card
applications to enhance personalized and engaging speaking practice in various educational
contexts.
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