Year: 2025
Type: article
Abstract: This paper examines whether flip cards paper or digital meaningfully improve English vocabulary learning for Indonesian students when implemented as disciplined, spaced retrieval. Building on cognitive psychology and L2 vocabulary research, we synthesise evidence that practice testing and distributed practice yield stronger long-term retention than re-study or massed drills. We then review Indonesia-based classroom studies and translate convergent findings into a feasible school routine: three short sessions weekly, expanding intervals (1–3–7–14 days), and prompts that move from recognition to productive recall through collocation and word-family cues. Methodologically, we outline a quasi-experimental protocol for secondary schools with three conditions (digital SRS, paper with printed schedules, business-as-usual), pretest/post-test/delayed post-test, and ANCOVA with cluster-robust errors. The primary outcome is durable receptive and productive vocabulary; secondary outcomes include adherence and learner attitudes. Our synthesis indicates that flip cards help only insofar as they operationalise retrieval and spacing; the medium is secondary to schedule fidelity. For Indonesia, hybrid deployment (printable decks plus mobile SRS where available) addresses equity, workload, and connectivity. We conclude with implementation guardrails tight decks, routine low-stakes quizzes, and transfer tasks so that cards become metronomes: steady rhythms that carry words from fleeting exposure into usable command. Implications for curriculum alignment and teacher training are noted.
Source: Jurnal Ilmiah Multidisipliner
Institution: Diponegoro University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4413602038