Based on interview of the English teacher, the
student with disability’ difficulties come on English from the weakness of
student with disability’ vocabulary, also the student with disability had
difficulty in differentiating the form of word, such as part of
speech: adjective and adverb. Moreover, the students with disability tend to
be bored and having low participation in English class. Therefore, teacher
needs to use the media
in order to make the situation to be active. The teacher has to improve students with
disability’ vocabulary in active learning by a suitable media such as
flashcards.
The design of this research was Classroom Action
Research (CAR) since this research focused on
providing solution towards teaching and learning process. The subject of this
research are the students with disability at the second grade of SMP
Diponegoro, Junrejo, Batu in the academic year 2017/2018.
The result of the study showed that before the
implementation of flashcards, all students with disability’ score were under
75, with the lowest score was 50 and the highest score was 70. From six students
with disability, no one passed Standard Minimum Criteria (KKM). Therefore, in
the cycle 1, all students with disability passed Standard Minimum Criteria
(KKM). The lowest score was 80 and the highest score was 100. Therefore, the
use of flashcards in improving students with disability vocabulary gave a lot
of benefits and positive effects for teacher and made the students with
disability more interested in learning English and also the role of volunteer
could help the teacher to control and manage class condition.
Reference:
Habibi, N. (2017). The Use of Flashcards in Improving Vocabulary
Mastery of Students with Disability. Journal
of Disability Studies, 4(2), 197-216.
Tidak ada komentar:
Posting Komentar