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i
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 Retarded 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
ii
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 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
iii
APPROVAL OF CONSULTANTS
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.
v
ABSTRACT
Fitri Achriyanti. K2214026. 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). 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
academic year 2017/2018. It was conducted in two cycles, from February 20th
2018 until March 8th
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.
vi
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.
vii
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)
viii
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.
ix
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.
x
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
xi
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
xii
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
xiii
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
xiv
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
xv
LIST OF FIGURES
Figure 3.1 The Model of Action Research ....................................................... 31
xvi
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