Hastia Permata Sari , 2014 THE USE OF PICTURES IN TEACHING VOCABULARY TO STUD ENTS WITH MILD INTELLECTUAL
D ISABILITY
Universitas Pendidikan Indonesia |
repository.upi.edu |
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CHAPTER III RESEARCH METHODOLOGY
This chapter includes further elaboration of how the research carried out, which consist of five sections. It covers the research problems, then follow by
research design, and It also describes the research site and participants, techniques of collecting data, and data analysis.
3.1 Purpose of The Study
The purpose of this study was to identify and describe the effectiveness of the use of pictures in increasing the rate of acquisition of vocabulary by students
with mild intellectual disability. Research suggests that the more words the learners know, the more they are able to comprehend what they see, hear or read.
Integrating pictures into vocabulary less purpose, one may not only offer them visual experience, but also may be a powerful tool in helping them to learn and
remember new words. Based on the above the present study endeavoured to address the question:
1. Does the use of pictures increase the rate of acquisition of vocabulary by
students with mild intellectual disability ? 2.
What are the students’ responses towards the implementation of the use of pictures?
3.2 Research Design
Relevant to the purpose and research questions, this study was conducted to find out whether the use of pictures increases the rate of acquisition of
vocabulary by students with mild intellectual disab ility or not and the students’
responses to the implementation of the use of pictures. This study employed an experiment design which mainly aims at describing as typically concerned with
the manipulation of variables in order to determine their causal significance Cohen, Manion and Morrison,2007.
Furthermore, experimental research is defined as a research in which the researcher manipulates the independent variable and interested in showing cause
and effect Johnson and Christensen, 2008. There are many types of experimental research design. Here, the writer used a Single Subject Researh SSR. Tawny and
Gast 1984 state that SSR is an integral part of the behavior-analytic tradition. The term refers to a research strategy developed to document changes in the
behavior of the individual subject. Through this research design, the researcher intended to determine the
influence of the treatment intervention given to individuals repeatedly in a certain time. The model of research design was A-B-A, which had three phases;
using two control conditions Baseline before and after the intervention. Controlling the intervention condition twice further enhanced confidence in a
causal relationship between the intervention and behavior change. In this design there were three stages which consist of; Baseline-1 A-1, intervention B,
Baseline-2 A-2, with the following pattern:
A-B-A Design
P er
ce n
tage of
s cor
e A-1
B A-2
X X X X X X X X
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
○ ○ ○ ○
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Session
Figure 3.1 A-B-A Design
Baseline-1 A1 is a target behavior observation session of subject research
before giving any intervention. In this session the target behavior is treated
naturally and continuously, until it gets a stable condition which becomes the basis for the next calculating. The stable condition is characterized by the number
of observation points, located between the ranges above and below the range of the percentage of 85 -90. The research subject in this session was treated
naturally and continuously, until they reached a stable condition that became the basis for calculating the next.
Baseline-2 B is an intervention activity undertaken after finding a stable
and consistent numerical value at Baseline-1 A-1. Intervention was conducted through teaching learning sessions where the subjects are treated through the use
of pictures repeatedly, in order to see the appearance of the target behavior that occurs during treatment given.
Baseline-2 A-2 is the condition of the subject after intervention. The
research subjects were treated naturally and repeatedly. It means that the subjects were not given the intervention with the use of pictures. This session was intended
as a control for allowing intervention sessions to deduce the existence of a functional relationship between the independent variables and the dependent
variable.
3.3 Research Site
