IMPROVING VOCABULARY MASTERY OF STUDENTS WITH SPECIAL NEEDS BY USING FLASHCARD (A Classroom Action Research at the Mentally Retarded Students’ Class of SLB Panca Bakti Mulia Mojosongo in Academic Year 2017/2018) - UNS Institutional Repository

  

PRONOUNCEMENT

  I would like to certify that this thesis entitled

  “Improving Vocabulary

Mastery of Students with Special Needs by Using Flashcard (A Classroom

Action Research at the Mentally Reta rded Students’ Class Grade VIII of SLB Panca Bakti Mulia Mojosongo in Academic Year 2017/2018

  )” is not a

  product of plagiarism or is made by others. Anything related to others’ work is written on quotation, the source of which is listed on the bibliography.

  If then this pronouncement proves wrong, I am ready to accept any academic punishment.

  Surakarta, June 2018 Fitri Achriyanti

  

IMPROVING VOCABULARY MASTERY OF STUDENTS WITH

SPECIAL NEEDS BY USING FLASHCARD

(A Classroom Action Research at the Me ntally Retarded Students’ Class of

  

SLB Panca Bakti Mulia Mojosongo in the Academic Year 2017/2018)

A THESIS

FITRI ACHRIYANTI

K2214026

  

Submitted to Teacher Training and Education Faculty of Sebelas Maret

University as a Partial Fulfillment of the Requirements for Obtaining the

Undergraduate Degree of Education

ENGLISH EDUCATION DEPARTMENT

  

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2018 This thesis has been approved by the consultants to be examined by the Board of Thesis Examiners of the English Education Department of Teacher Training and Education Faculty, Sebelas Maret University.

  

ABSTRACT

  Fitri Achriyanti. K2214026. IMPROVING VOCABULARY MASTERY OF

  

STUDENTS WITH SPECIAL NEEDS BY USING FLASHCARD (A

Classroom Ac tion Research at the Mentally Retarded Students’ Class of SLB

  

Panca Bakti Mulia Mojosongo in Academic Year 2017/2018). Thesis,

  Surakarta: Teacher Training and Eduaction Faculty, Sebelas Maret University, 2018.

  This research aims: (1) to identify to what extent the flash card can improve students with special needs’ vocabulary mastery, especially for the mentally retarded students, and (2) to describe the class condition when the flashcards are implemented in teaching and learning for the eighth-grader of Mentally Retarded Students’ Class at SLB Panca Bakti Mulia in academic year 2017/2018.

  This research is a Classroom Action Research (CAR). It was conducted in SLB

  Panca Bakti Mulia Mojosongo at Mentally retarded Students’ Class in the

  th

  academic year 2017/2018. It was conducted in two cycles, from February 20

  th

  2018 until March 8 2018. Each cycle consisted of: planning, acting, observing, and reflecting. The data of research were collected through observation, interview, documents, and test.

  The result of this research shows that: (1) there are some conditions which had been met in the implementation of Flashcard as the media in teaching vocabulary to mentally retarded students class in SLB Panca Bakti Mulia: (a) the media should be combined with other activity, (b) there should be a reward for the student who can follow the activity, (c) students should be given a pre-activity which covers aspects of vocabulary; (2) by implementing Flashcard under the conditions, the students’ vocabulary mastery got improved. The students’ mean score in the pre-test was 68.7, and then it improved to 81.25 in the post-test 1 and 83.75 in the post-test 2. It also gave positive classroom situation. It could be seen from the fact that: (a) students were motivated in English learning, (b) students paid more attention to teacher’s lecture and instruction, and (c) students focused on the lesson and participated actively in teaching learning process. Keywords: Vocabulary Mastery, Mentally Retarded Students, Flashcard.

  

ABSTRAK

  Fitri Achriyanti. K2214026. PENINGKATAN KOSA KATA OLEH SISWA

  

BERKEBUTUHAN KHUSUS DENGAN MENGGUNAKAN FLASHCARD

(Sebuah Penelitian Tindakan Kelas di Kelas VIII Tunagrahita di SLB Panca

Bakti Mulia Mojosongo Tahun Ajaran 2017/2018). Skripsi, Surakarta: Fakultas

Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, 2018.

  Penelitian ini bertujuan untuk: (1) mengidentifikasi sejauh mana Flashcard sebagai media dapat meningkatkan penguasaan kosakata siswa berkebutuhan khusus, (2) untuk mendeskripsikan kondisi kelas ketika flashcard diterapkan dalam pembelajaran bahasa inggris di kelas VIII Tunagrahita SLB Panca Bakti Mulia Mojosongo pada tahun pelajaran 2017/2018.

  Penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian ini dilakukan di SLB Panca Bakti Mulia Mojosongo di Kelas VIII Tunagrahita pada tahun pelajaran 2017/2018. Penelitian ini dilaksanakan dalam 2 siklus, dari tanggal 20 Februari 2018 sampai 8 Maret 2018. Masing-masing siklus terdiri dari: perencanaan, tindakan, pengamatan, dan refleksi. Data penelitian dikumpulkan melalui observasi, wawancara, dokumen, dan tes.

  Hasil penelitian ini menunjukkan bahwa: (1) ada beberapa kondisi yang telah dipenuhi untuk mengimplementasikan Flashcard sebagai media dalam meningkatkan kosakata untuk siswa tunagrahita kelas VIII di SLB Panca Bakti Mulia Mojosongo: (a) media harus dikombinasikan dengan kegiatan lain, (b) harus ada hadiah untuk siswa yang dapat mengikuti kegiatan dengan baik, (c) siswa harus diberi pra-aktivitas yang meliputi aspek kosa kata; (2) dengan menerapkan Flashcard dalam kondisi tersebut, penguasaan kosakata siswa menjadi lebih baik. Nilai rata-rata siswa dalam pre-test adalah 68,7, dan kemudian meningkat menjadi 81,25 dalam post-test 1 dan 83,75 pada post-test 2. Hal ini juga memberikan situasi kelas yang positif. Hal tersebut dapat dilihat oleh fakta bahwa: (a) siswa termotivasi dalam pembelajaran bahasa Inggris, (b) siswa memperhatikan penjelasan dan intruksi guru, dan (c) siswa fokus pada pelajaran dan berpartisipasi aktif dalam proses belajar mengajar.

  Kata kunci: Penguasaan Kosakata, Siswa Tunagrahita, Flashcard.

  

MOTTO

“….dan aku belum pernah kecewa dalam berdoa kepadaMu, ya Tuhanku.”

  (19:4)

  

Karena usaha tanpa do’a hanyalah kesombongan,

Dan do’a tanpa usaha hanyalah sebuah harapan.

  (Anonim)

  

DEDICATION

This thesis is

especially dedicated to Allah SWT,

for my beloved parents and family,

and everyone who has supported me all the time,

in the happiness and sorrow,

thank you for always here by my side.

  ACKNOWLEDGEMENT

  Alhamdulillahirobil’alamin. All praises belong to Allah SWT, the Merciful Lord, for His blessing, helping, guiding, and giving everything during writing and finishing this thesis. She would like to acknowledge her deepest gratitude and appreciation to the following: 1.

  Prof. Dr. Joko Nurkamto, M.Pd., the Dean of Teacher Training and Education Faculty of Sebelas Maret University, for this approval to write this thesis.

  2. Teguh Sarosa, S.S., M. Hum, the Head of English Education Department of Teacher Training and Education Faculty of Sebelas Maret University, for the permission and approval to write this thesis.

  3. Drs. Muhammad Asrori, M. Pd, her first consultant, for all his patience, kindness and guidance for the writer’s thesis. May Allah always be with him all the time.

  4. Dewi Sri Wahyuni, S.Pd., M. Pd, her second consultant, for all guidance, suggestions, kindness and patience in guiding the writer during writing and finishing this thesis. May Allah always bless her life all the time.

  5. All the lecturers of English Education Department of Teacher Training and Education Faculty of Sebelas Maret University, for all knowledge shared.

  6. Drs. Suharno, M.Pd, the Headmaster of SLB Panca Bakti Mulia Mojosongo, for his permission to conduct a research at the school.

  7. Catharina Afianita, S.Pd., the English teacher of SLB Panca Bakti Mulia, for her help and kindness during the research.

  8. All the students of mentally retarded class grade VIII, for the cooperation during the research.

  9. Her beloved parents, Bapak Sutono and Ibu Sri Werdiningsih, her brother, and her beloved grandmother, for their greatest love, support, patience, and prays.

  10. Her dearest friends: Tami, Annisa, Dea, Indah, Tessa, Uci for always being loyal listeners and supporters. Thank you for being her second family no matter how the condition is.

  11. Her boardinghouse mates: Eprin, Novita, Bibit, Laely, Listya, Wayah, Thoifah, who always supported, helped, and cheered her up. Thank you for being anything.

  12. Her friends in English Education Department 2014, especially for class A or A2, for the friendship and togetherness. Thank you for the endless support during the writer’s study and finish this thesis, she will never forget you all.

  13. The members of Alumnae SEA-Teacher Batch 4 SEAMEO Project UNS 2017: Ariska, Amalia, Mayang, Dian, Egy, Christian, Anita, Febri, Fanni, Mega.

  14. Mrs. Anis Rahmawati S.T, M.T, the lecturer of Civil Engineering Education UNS, thank you for always being a loyal listener and companion, her support is so meaningful to the writer.

  15. The last but not least, for the one who had ever been her biggest thesis supporter, thank you for your presence and encouragement.

  Hopefully, this thesis will be useful for the readers. Any criticism and advices are highly appreciated for the better research in the future.

  Surakarta, May 2018 Fitri Achriyanti

  

TABLE OF CONTENTS

  PRONOUNCEMENT ...................................................................................... i TITLE ............................................................................................................... ii APPROVAL OF CONSULTANTS ................................................................. iii APPROVAL OF THE BOARD OF EXAMINERS ........................................ iv ABSTRACT ..................................................................................................... v ABSTRAK ...................................................................................................... vi MOTTO ........................................................................................................... vii DEDICATION ................................................................................................ viii ACKNOWLEDGEMENT ............................................................................... ix TABLE OF CONTENTS ................................................................................. xi LIST OF TABLES .......................................................................................... xiii LIST OF FIGURES ......................................................................................... xiv LIST OF CHARTS ......................................................................................... xv LIST OF APPENDICES .................................................................................. xvi

  CHAPTER I INTRODUCTION A. Background of the Study ..................................................................... 1 B. Problem Statements ............................................................................. 5 C. Objectives of the Study ....................................................................... 5 D. Benefits of the Study ........................................................................... 6

  CHAPTER II LITERATURE REVIEW A. The Review of Vocabulary 1. Definition of Vocabulary .............................................................. 7 2. Types of Vocabulary ..................................................................... 8 3. Aspects of Vocabulary .................................................................. 9 4. Level of Vocabulary ....................................................................... 9 5. Definition of Vocabulary Mastery ................................................ 11 B. The Review of Mentally Retarded Students 1. Definition of Mentally Retarded Students .................................... 12 2. Characteristics of Mental Retardation ........................................... 13 3. Classification of Mentally Retarded Students ................................ 17 4. Teaching Vocabulary to Mentally Retarded Students .................. 19 C. The Review of Flashcard 1. Definition of Flashcard ................................................................. 20 2. Teaching Vocabulary using Flashcards ......................................... 21 3. Advantages of Using Flashcards .................................................... 24 D. Rationale ............................................................................................. 26 CHAPTER III RESEARCH METHODOLOGY A. The Design of The Research ............................................................... 27 B. The Setting of The Research ............................................................... 27 C. The Subject of The Research ............................................................... 28 D. The Procedure of Action Research ..................................................... 28 E. Techniques of Collecting Data ............................................................. 30 F. Techniques of Data Analysis 1. Qualitative Data Analysis ............................................................. 31 2. Quantitative Data Analysis ........................................................... 32

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Research Findings 1. The Situation before the Research ................................................. 34 2. The Implementation of the Research ............................................. 38 B. Discussion ............................................................................................ 54 CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion............................................................................................ 55 B. Implication ........................................................................................... 57 C. Suggestion ............................................................................................ 58 BIBLIOGRAPHY ..........................................................................................

  59 APPENDICES..................................................................................................

  61

  

LIST OF TABLES

Table 2.1 Frequency Band and Percentage of Text Coverage .........................

  10 Table 2.2 Characteristics of Learners with Mental Retardation ......................

  16 Table 3.1 Research Time..................................................................................

  30 Table 4.1 Details of Students’ Mean Score of Aspects of Vocabulary ............ 38

Table 4.2 Students’ Vocabulary Mastery before the Research ........................ 39 Table 4.3 Classroom Situation before the Research .......................................

  39 Table 4.4 Research Process ..............................................................................

  40 Table 4.5 Mean Score of Pre-test and Post-test 1 ............................................

  46 Table 4.6 The Mean Score of Vocabulary Aspects..........................................

  46 Table 4.7 Summary of The Research ...............................................................

  52

  

LIST OF FIGURES

Figure 3.1 The Model of Action Research .......................................................

  31

  

LIST OF APPENDICES

Appendix 1. Permission Letter .........................................................................

  59 Appendix 2. List of Students’ Name ................................................................ 62 Appendix 3. Pre-research Observation and Analysis (Field Note) ..................

  63 Appendix 4 . Teacher’s Pre-Research Interview Script .................................... 65 Appendix 5.

  Students’ Pre-Research Interview Script ..................................... 67 Appendix 6. Pre-test .........................................................................................

  69 Appendix 7 . Sample of Students’ Pre-test ....................................................... 73 Appendix 8. Pre-test Score ............................................................................... 85 Appendix 9. Lesson Plan of Cycle 1 ................................................................ 86 Appendix 10. Post-test 1 .................................................................................. 97 Appendix 11.

Sample of Students’ Post-test 1 ................................................. 101

  Appendix 12. Post-test 1 Score ........................................................................ 110 Appendix 13. Field Notes of Cycle 1 ............................................................... 111 Appendix 14. Lesson Plan of Cycle 2 .............................................................. 115 Appendix 15. Post-test 2 .................................................................................. 126 Appendix 16

  . Sample of Students’ Post-test 2 ................................................. 130 Appendix 17. Post-test 2 score ......................................................................... 139 Appendix 18. Field Notes of Cycle 2 ............................................................... 140 Appendix 19

  . Students’ After Research Interview Script ............................... 142 Appendix 20. Documentation .......................................................................... 144