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.

iv

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