The Effectiveness of Interactive Digital Flashcards on English Vocabulary Mastery of Fourth-Grade Students at SDN 27 Mataram

Abstract

Vocabulary mastery is essential for achieving proficiency in a foreign language and enabling effective communication. However, fourth-grade students at SDN 27 Mataram face several challenges in learning vocabulary, such as poor memory retention, confusion between spelling and pronunciation, and passivity resulting from traditional memorisation methods and passive translation. This study investigates the effectiveness of interactive digital flashcards operated via an interactive flat panel (IFP) in improving students’ English vocabulary mastery. Based on Mayer’s Cognitive Theory of Multimedia Learning, the study uses a quantitative, one-group pre-post design incorporating pre- and post-tests. The study population consisted of all 32 fourth-grade students at SDN 27 Mataram during the 2025/26 school year. All students were selected using total sampling. Data were collected through a multiple-choice test consisting of 25 questions covering the core dimensions of vocabulary: Form, Meaning and Usage. Statistical analysis using a paired t-test showed that the mean vocabulary score increased significantly from 54.50 (SD = 8.20) in the pre-test to 82.25 (SD = 6.45) in the post-test, indicating an average increase of 27.75 points. The t-test yielded a calculated t-value of 14.85, exceeding the critical t-value of 2.039 (df = 31, p = 0.000  (p< 0.05) in the table. These results confirm that Interactive Digital Flashcards are highly effective in improving mastery of English vocabulary, offering dynamic visual and auditory integration, reducing cognitive barriers and encouraging active classroom participation.