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TEACHING VOCABULARY TO STUDENTS WITH MENTAL

RETARDATION IN THE SEVENTH GRADE OF SMPLB NEGERI

JEPARA IN THE ACADEMIC YEAR 2013/2014

BY

LUTFATUL AMALIA

NIM. 200932040

ENGLISH EDUCATION DEPARTMENT

TEACHING TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2014

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TEACHING VOCABULARY TO STUDENTS WITH MENTAL

RETARDATION IN THE SEVENTH GRADE OF SMPLB NEGERI

JEPARA IN THE ACADEMIC YEAR 2013/2014

SKRIPSI

Presented to the University of Muria Kudus

In Partial Fulfillment of the Requirements for Completing the Sarjana Program

in the Department of English Education

By

LUTFATUL AMALIA

NIM 200932040

ENGLISH EDUCATION DEPARTMENT

TEACHING TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2014

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MOTTO AND DEDICATION

MOTTO

Success does not depend on your aptitude or your altitude. It depends on

your attitude

Real success is determined by two factors. First is faith, and second is

action

Self help is the best teacher way to success.

DEDICATION

This skripsi is dedicated to:

Allah SWT the Almighty and my prophet Muhammad

SAW.

Her beloved Dad Mr.Suharto (R.I.P) and her beloved

Mom Mrs.Miatun who always give me love, patient,

pray and support.

Her beloved young brother Rudi Hartanto who always

give me support.

Her beloved Husband Mohammad Fachrodzie thanks

for your love, pray and support.

Her beloved uncles Hariyono, Aristiyono, Ashari and

our big family who always give me support, pray and

motivate me.

Her beloved best friends, Afifah, lilis,Lisa and who

always support me.

All my friends and lecturers in EED and Everyone who

appreciate knowledge and education.

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ACKNOWLEDGEMENT

Alhamdulillah, glory to Allah SWT the Almighty, the Lord of Universe

that blesses me with health and tremendous power in accomplishing the skripsi

entitled “Teaching Vocabulary to Students with Mental Retardation In the

Seventh Grade students of SMPLB Negeri Jepara in the Academic year

2013/2014”. However, the completion of this skripsi could not be achieved

without assistance of others. In this opportunity, the writer would like to express

her gratitude to:

1. Dr.Drs.Slamet Utomo, M.Pd as Dean of Faculty Teacher Training and

Education.

2. Diah Kurniati, S.Pd.,M.Pd as the head of English Education Department

Teacher Training and Education Faculty of Muria Kudus University.

3. Rismiyanto, SS,M.Pd as her first advisor who already gives me valuable input,

guidance, and correction about in writing this skripsi.

4. Agung Dwi Nur Cahyo, SS, M.Pd as the second advisor who has given

guidance, correction, and suggestion wisely in writing skripsi.

5. Suwandi JP, S.Pd.MM as the principle of SMPLB Negeri Jepara who has

given the writer a permission and support to do research.

6. Rima Rismawati, S.Pd as the English teacher of SMPLB Negeri Jepara who

has given the writer advice and help in accomplishing this final project.

7. Her beloved Dad Mr.Suharto (R.I.P) and her beloved Mom Mrs.Miatun who

always give me love, patient, pray and support.

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8. All of the lecturers and staff of English Education Department.

9. Her lovely husband who has given love, attention, pray, and spirit to me.

10. Her friends especially for Lilis, Afifah, and Lisa never ending for friendship.

11. All her friends that the writer can not mention one by one.

12. Last but not least, everybody who cannot be mentioned one by one, who have

supported me to reach my dream.

The writer also realizes that this final project is not perfect. There are still

many mistakes make elsewhere. Therefore, the writer happily receives any

constructive criticism and suggestion. The writer hopes that will be useful for

those especially who are in the field of Education.

Kudus, 5 of June 2014

The writer

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ABSTRACT

Amalia,Lutfatul.2014. Teaching Vocabulary To Students With Mental Retardation

in the Seventh Grade of SMPLB Negeri Jepara in the Academic year

2013/2014Skripsi. English Education Department, Teacher Training and

Education Faculty, Muria Kudus University. Advisors: (1)Rismiyanto,

S.S., M. Pd. (2) Agung Dwi Nur Cahyo, SS, M.Pd.

Key Words: Teaching vocabulary, Mental retardation.

Vocabulary is one of important component in learning English which is

taught in junior high school. In fact, not only general junior high school taught

English to their students but also junior high school for exceptional children

(SMPLB). One of types of Exceptional Children is mental retardation. Mental

Retardation isdefined as an IQ score below 70. Educational programs for those

kind of students must be designed, implemented, and evaluated systematically so

that decisions will be made that have an optimal effect on the development of

each individual learner.

The objective of the research are to find out student’s activities in learning

vocabulary of mentally retarded students in the seventh grade in SMPLB Negeri

Jepara in the academic year 2013/2014 and teacher’s activities in teaching

vocabulary of mentally retarded students in the seventh grade in SMPLB Negeri

Jepara in the academic year 2013/2014 .

The research design for this study is descriptive that is analyzed through

qualitative methods. The data is taken from observation and interview. The writer

observes teaching and learning process and does interview to the English teacher.

From the finding of the research the objective is only introducing English

words to the mentally retarded students in form of words. The type of syllabus

used by teacher is topic-based syllabus. The material given to the children with

mentally retarded in Junior high School is lighter. The method which is used by

teacher in SMPLB-B Negeri Jepara are question and answer, Explanation, TPR

(Total Physical Response) and Discussion. The kinds of evaluation are oral and

written test. The problems appear come from the activity. They are: the different

capability of the students, the students cannot developed their initiate, need long

time to finish one topic, and the students still depend on the teacher to get new

vocabulary.

Based on the finding, the writer suggests that the teacher should be patient

in teaching children with mental retardation because of their characteristic. The

teacher should make good relationship with the students in order that the teaching-

learning process goes smoothly. The teacher should create the situation of

teaching-learning process as comfortable as possible to support the process.

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ABSTRAKSI

Lutfatul, Amalia. 2014. Proses Belajar Vocabulary untuk Anak Tuna grahita

Kelas Tujuh SMPLB Negeri Jepara. Skripsi. Program Studi Pendidikan

Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas

Muria Kudus. Pembimbing: (1) Fitri Rismiyanto, S.S., M. Pd. (2) Agung

Dwi Nur Cahyo, S.S, M.Pd.

Kata Kunci: proses belajar vocabulary, anak tuna grahita.

Bahasa inggris diajarkan di tingkat sekolah menengah pertama. Salah satu

komponen penting dalam pembelajaran bahasa inggris adalah vocabulary.

Vocabulary English adalah kosa kata yang membangun suatu bahasa. Pada

kenyataanya, bahasa inggris tidak hanya diajarkan di sekolah menengah pertama

umumakan tetapi juga diajarkan di sekolah khusus yaitu sekolah dasar luar biasa

untuk anak berkebutuhan khusus. Salah satu anak yang berkebutuhan khusus

adalah tuna grahita. Tuna grahita didefinisikan dengan IQ yang rendah yaitu

dibawah 70. Program pendidikan untuk anak semacam ini haruslah didesain,

diimplementasikan, dan dinilai secara sistematik sehingga pembelajarannya dapat

optimal sesuai kebutuhan siswa.

Tujuan penelitian ini adalah untuk mendeskripsikan kegiatan siswa dalam

pengajaran kosakata untuk siswa cacat mental di kelas tujuh di SMPLB Negeri

Jepara pada tahun ajaran 2013/2014 dan kegiatan guru dalam pengajaran kosakata

untuk siswa cacat mental di kelas tujuh di SMPLB Negeri Jepara pada tahun

ajaran 2013/2014.

Desain penelitian ini adalah descriptive dengan metode kualitatif. Data

diambil dari pengamatan dan wawancara. Pengamatan dilakukan untuk

mengetahui proses belajar mengajar di kelas. Sedangkan interview dilakukan

dengan guru bahasa inggris untuk mendapat informasi yang lebih lengkap.

Dari penemuan penelitian ini, kurikulum SMPLB bertujuan hanya untuk

memperkenalkan kata dalam bahasa inggris kepada siswa-siswanya. Tipe silabus

yang digunakan yaitu silabus berdasarkan topic materi. Materi yang diajarkan

lebih sederhana dan ringan. Metode yang digunakan oleh guru adalah Tanya

jawab, penjelasan, TPR (Total Physical Respose) dan diskusi. Sistem evaluasinya

ada dua yaitu lisan dan tertulis. Permasalahan yang munculdari proses belajar

mengajar yaitu perbedaan kemampuan siswa, kurang mempunyai inisiatif,

butuhwaktu lama menyelesaikan satu topik, dan ketergantungan terhadap guru

dalam pemerolehan kata baru.

Berdasarkan penemuan, penulis menyarankan bagi guru untuk lebih

bersabar dalam mengajar dikarenakan karakteristik anak. Guru sebaiknya

melakukan pendekatan kepada masing- masing siswa serta membuat situasi

belajar senyaman mungkin agar siswa lebih aktif dan menerima pelajaran dengan

baik.

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TABLE OF CONTENTS

PAGE OF TITLE…… ................................................................................... i

LOGO ............................................................................................................. ii

PAGE OF APPROVAL ................................................................................ iii

MOTTO .......................................................................................................... iv

DEDICATION ............................................................................................... v

AKNOWLEDGEMENT ............................................................................... vi

ABSTRACT ................................................................................................... vii

ABSTRAKSI .................................................................................................. viii

TABLE OF CONTENT ................................................................................ ix

LIST OF APPENDIX .................................................................................... x

LIST OF TABLES ........................................................................................ xi

CHAPTER I INTRODUCTION

1.1 Background of the study ........................................................................... 1

1.2 Statement of the problem ......................................................................... 4

1.3 Objective the Research ............................................................................. 5

1.4 Significance of the Research .................................................................... 5

1.5 Scope of the Research .............................................................................. 6

1.6 Operational Definition ............................................................................. 6

CHAPTER II REVIEW TO RELATED LITERATURE

2.1 Exceptional Children ................................................................................. 7

2.2 Mental Retardation .................................................................................... 12

2.2.1 The Cause of Mental Retardation ................................................... 12

2.2.2 Types of Mental Retardation ........................................................... 13

2.3 Teaching English in SMPLB .................................................................... 15

2.3.1 Teaching English in SMPLB NegeriJepara ..................................... 15

2.3.2 The Purpose of Teaching English in SMPLB NegeriJepara ............ 17

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2.3.3 The Curriculum of Teaching English ............................................. 19

2.3.4 The Material of Teaching English in SMPLB NegeriJepara ........... 22

2.4 English Vocabulary ................................................................................... 23

2.4.1 The Definition of Vocabulary ......................................................... 23

2.4.2 The Types of Vocabulary Mastery .................................................. 24

2.4.3 The Purpose of Vocabulary Mastery .............................................. 25

2.4.4 The Method of Teaching Vocabulary for the Seventh Grade of

SMPLB Negeri Jepara ..................................................................... 26

2.4.5 Method of Teaching English Vocabulary .............................................. 28

2.4.6 System Evaluation .......................................................................... 28

2.5 Teacher Activities from the Teaching Learning Process .......................... 29

2.6 Review of Previous Research .................................................................... 29

2.7 Theoretical Framework ............................................................................. 30

CHAPTER III METHOD OF THE RESEARCH

3.1 Research design ......................................................................................... 32

3.2 Data and Data source ................................................................................ 33

3.3 Data Collection .......................................................................................... 33

3.4 Data analysis ............................................................................................. 34

CHAPTER IV FINDING OF THE RESERARCH

4.1 The Activities in Learning Vocabulary of Mentally Retarded Students in the

Seventh grade Students of SMPLB Negeri Jepara in the academic year

013/2014 ................................................................................................. 37

4.2 The Activities Teaching Vocabulary to Teacher with Mental Retardation in

the Seventh Grade Students of SMPLB Negeri Jepara ........................... 46

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CHAPTER V DISCUSSION

5.1 The Students Activities in Learning Vocabulary to Mentally Retarded in

the Seventh Grade in SMPLB Negeri Jepara in the Academic Year

2013/2014 ................................................................................................. 52

5.2 The Teacher Activities in Teaching Vocabulary to Mentally Retarded in

the Seventh Grade in SMPLB Negeri Jepara in the Academic Year

2013/2014 ................................................................................................ 53

CHAPTERVI CONCLUSION AND SUGGESTION

6.1 Conclusion ................................................................................................ 57

6.2 Suggestion .................................................................................................. 58

BIBLIOGRAPHY ......................................................................................... 60

APPENDICCES ............................................................................................. 62

SURAT IJIN PENELITIAN ......................................................................... 73

SURAT PERNYATAAN ............................................................................... 74

CURRICULUM VITAE ................................................................................ 75

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LIST OF TABLES

Tables Page

3.1. The example of Layout of Observation Table for Students .......................... 35

3.2The example of Layout of Observation Table for Teachers ........................... 36

4.1.1 Students activities in the first observation .................................................. 37

4.1.2 Students activities in the Second observation .............................................. 40

4.1.3 Students activities in the Third observation ................................................. 42

4.1.4 Students activities in the Fourth observation ............................................... 44

4.2.1 Teacher activities in the first observation .................................................... 46

4.2.2 Teacher activities in the Second observation ............................................... 47

4.2.3 Students activities in the Third observation ................................................. 49

4.2.4 Students activities in the four observations ................................................. 50

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LIST OF APPENDICES

Appendix page

1. Layout of the observation.......................................................................... 62

2. Observation guide ..................................................................................... 64

3. Criteria of the student’s and teacher’s activities ....................................... 67

4. Recapitulation observation result in the student’s activities ..................... 68

5. Result of recapitulation the student’ activities observation ..................... 69

6. Recapitulation of observation result in teacher activities ........................ 70

7. Result of recapitulation the teacher’s activities observation ..................... 71