Stage three, instruction and modeling, the teacher demonstrates a procedure or phenomenon, presents student with a problem to be solved, and
engage the students in the activities. Giving a model is important because a student with ADHD might have difficulty in making connection between the
instruction and the activity. Stage four, giving practice, is divided into two types of activity; guided
and independent practice. Guided practice is like a bridge for the learner since it is the transformation between receiving and producing phase. In this step the teacher
assists the learner doing the exercise and makes sure that the student understand the material well or not so that the teacher know whether they can go to
independent practice or not. The last step is closure and review. The teacher can recap the lesson and review vocabulary that the students have learned.
According to Rief 2005 one of the strategies that can be used to help students with ADDADHD develop their vocabulary is directly teaching words. In
this strategy a new word is defined using simple explanations or synonyms and if possible using antonyms. It is in line with Hubbard 1983:50 that claims,
vocabulary should be presented in a memorable way in order to foster the long memory retention. It can be done by using realia, body language, flash card,
examples, definitions, and concept forming.
2.2 Theoretical Framework
In order to understand and be able to interpret the data, some theories are used. As elaborated in the previous part, this research uses five theories. The first
theory is about the first and the second language acquisition, the second theory is PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
about the nature of vocabulary, the third theory is about inclusive classroom, the fourth theory is about l
earners’ difficulties, and the last theory is about ADHD. The first and the second language acquisition consist of some theory about
how a student acquires a new language. By elaborating this theory, it will be easy to relate the data with the theory. The theory of the nature of vocabulary will be
used to see whether the student acquires new vocabulary learning through direct learning or indirect learning. The next theory, the theory of inclusive classroom, is
used to see some principles applied to the students and to see how it supports the student in the learning process. Basically these three theories have been able to
answer the question, but it is very important to understand students with special needs. That is why this research also includes the the
ory about learners’ disabilities that describes the types of learning difficulties. The last theory
elaborates one type of learning difficulty, ADHD, because this research focuses on a student with ADHD.
According to the theories that I have reviewed, there will be some meaningful ways of how a student with ADHD acquires new vocabulary. From
the characteristic that the student has problem in controlling emotion and processing complicated information, the students will use direct learning in which
it needs short process. The student does not need to guess the meaning from the context. In this learning process the student can learn new vocabulary using
pictures, gesture, or real objects. The next important factor that helps the student to learn new vocabulary is
the topic of learning. When the topic is interesting and related to her daily life, the process of learning will be faster. The support from the people around her will
also play important role in the learning process. The feeling of acceptance can make the student feels secure and it can also support the learning process.
Figure 2.1. Construct map PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
