DEVELOPING INTERACTIVE SPEAKING FLASHCARDS INTEGRATED WITH REVISED BLOOM’S TAXONOMY FOR JUNIOR HIGH SCHOOL STUDENTS

FERRY, DESRYANANDA (2026) DEVELOPING INTERACTIVE SPEAKING FLASHCARDS INTEGRATED WITH REVISED BLOOM’S TAXONOMY FOR JUNIOR HIGH SCHOOL STUDENTS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Junior high school students still struggle with speaking in English as a Foreign Language (EFL) environments because classroom activities tend to prioritize lower-order cognitive tasks and offer little assistance for structured oral expression. In order to support HOTS-oriented speaking tasks, particularly analyzing (C4), evaluating (C5), and generating (C6), this project sought to create interactive speaking flashcards that were connected with Revised Bloom's Taxonomy. Three different kinds of flashcards—story/scenario, multiple-choice, and game-based—were created for the study using a Research and Development (R&D) methodology. These flashcards were made to help students with cognitively structured speaking exercises. Experts verified the product, which was then used in a small-scale classroom trial. The flashcards received mean scores of 3.47 (language) in the valid to highly valid categories, according to expert validation data. 4.53 (media) and 4.20 (content), backed by Aiken's V-based approved content validity. The flashcards were practically useable in a 25- minute session, according to the classroom implementation, since all implementation indications were met (100% observation score). A Self-Determination Theory-based questionnaire was used to gauge the students' answers, and the results indicated strong agreement in the areas of autonomy (M = 3.93), competence (M = 3.92), and relatedness (M = 3.90). All things considered, the results show that the created flashcards are workable and useful teaching tools for assisting with structured, HOTS-focused speaking assignments in junior high school EFL classes.

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