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Fitrianita Pugar Rismanti - Fitk
Fitrianita Pugar Rismanti - Fitk
A Skripsi
iv
ABSTRAK
v
ACKNOWLEDGEMENT
ن الرَّحِيم
ِ َحم
ْ َّبِسْ ِم اللَّ ِه الر
In the name of Allah, the Beneficent the Merciful. All praise be to Allah
Lord of the world, who has given strength and blessing for the writer to finish her
„Skripsi‟ entitled „Using Flashcard to Teach English Vocabulary for Dyslexic
Students (A Pre-Experimental Study at the Fourth Grader Students of SD Pantara
South Jakarta). Peace be upon our prophet Muhammad, his family and
companions.
In this glad opportunity, the writer would like to convey her deepest
gratitude and thankfulness for her beloved family, her parents, H. Sri Hardiman
and Hj. Sunarti, for every single colorful life, every sweet love, every moral and
financial support and also every single prayer for the writer until the writer could
reach this phase. Also, the writer would like to thank her beloved brothers Bayu
Purnomo and Adek Isnaini Nugroho, SE., and all of her big family for cheering
the writer‟s life up, for the spirit, helpfulness and additional support in every
single part of the writers‟ life.
The witer also would like to give her sincere and deepest thanks to her
advisors, Drs. Nasifudin Jalil, M.Ag and Devi Yusnita, M.Pd who have given
guidance, help, comments and motivation during the completion of this skripsi.
Then, the writer also realizes that she will never finish this paper without
help, support and contribution of people around her. Therefore, the writer would
like to give her best gratitude and appreciations to:
1. Prof. Dr. Ahmad Thib Raya, as the Dean of Faculty of Educational Sciences
State Islamic University (UIN) Syarif Hidayatullah Jakarta
2. All of lecturers and staff in Department of English Education for the
dedication in educational field and knowledge given to the writer during the
writer‟s study in State Islamic University (UIN) Syarif Hidayatullah Jakarta
3. Dr. Alek, M.Pd as the head of Department of English Education State Islamic
University (UIN) Syarif Hidayatullah Jakarta
vi
4. Zaharil Anasy, M.Hum as the secretary of Department of English Education
State Islamic University (UIN) Syarif Hidayatullah Jakarta
5. All of the writer‟s friends in Department of English Education 2012
(especially for class A) for being the partner in this department and keeping in
success.
6. Her close friends, Ulia Rahmah, Nabila Faizatul Husna, and Seha for being
the partner in every condition.
7. KSR PMI Unit UIN Syarif Hidayatullah Jakarta especially for PSR KSR 12,
in teaching the writer life lesson.
8. The writer‟s close friends since she was a child.
9. Her friends in PPKT group.
10. Her friends in Paper for Better Future community.
11. The Headmaster of SD Pantara South Jakarta.
12. The English Teacher of SD Pantara South Jakarta.
13. The Psychologist of SD Pantara South Jakarta.
May Allah “SubhanallahuWata‟ala” bless them and their family. Finally the
writer realizes that this „Skripsi‟ is still far from perfect. Therefore, if there are
some suggestions to make this „Skripsi‟ better the writer will accept openly. At
last, the writer hopes that this „Skripsi‟ will give positive impact and be a valuable
writing for others. Amiin.
vii
TABLE OF CONTENT
APPROVAL SHEET.. ...................................................................................... i
ENDORSEMENT SHEET. .............................................................................. ii
SURAT PERNYATAAN HASIL KARYA SENDIRI ................................... iii
ABSTRACT ...................................................................................................... iv
ABSTRAK ........................................................................................................ v
ACKNOWLEDGMENT ................................................................................. vi
TABLE OF CONTENTS .................................................................................viii
LIST OF TABLES ........................................................................................... x
LIST OF FIGURES ......................................................................................... xi
LIST OF APPENDICES ................................................................................. xii
CHAPTER I: INTRODUCTION ................................................................... 1
A. Background of the Study ...................................................... 1
B. Identification of the Problem ............................................... 5
C. The Limitation of the Problem ............................................. 6
D. The Formulation of the Problem .......................................... 6
E. The Objective of the Study .................................................. 6
F. The Significance of the Study .............................................. 6
CHAPTER II: THEORETICAL FRAMEWORK ....................................... 7
A. Review of Related Literature. .............................................. 7
1. The Nature of Vocabulary. .............................................. 7
a. The Definition of Vocabulary. .................................... 7
b. Kinds of Vocabulary. .................................................. 8
2. Teaching and Learning Vocabulary................................. 9
a. Teaching Vocabulary in Class. ................................... 13
b. Methods Used in Teaching Vocabulary. ..................... 13
c. Important Factors in Language Learning Process ...... 14
3. Flashcard .......................................................................... 14
a. Defining Flashcard ...................................................... 16
b. Types of Flashcard and How to Make Flashcard........ 17
c. Some Benefits in Using Flashcard .............................. 18
viii
d. Some Ways in Using Flashcard .................................. 19
4. The Nature of Dyslexia .................................................... 20
a. The Definition of Dyslexia ......................................... 22
b. Identifying Dyslexic People or Students..................... 22
c. Cause of Dyslexia ....................................................... 26
d. Characteristic of Dyslexia ........................................... 26
e. Dyslexia and Other Learning Difficulties Related ..... 29
B. Previous Study ..................................................................... 30
C. Thinking Framework ........................................................... 33
D. Research Hypothesis ........................................................... 33
CHAPTER III: RESEARCH METHODOLOGY ........................................ 34
A. Place and Time of the Research .......................................... 34
B. Method and Design of the Research .................................... 35
C. Population and Sample of the Research .............................. 35
D. Technique of Collecting Data .............................................. 35
E. Technique of Data Analysis ................................................ 37
F. Statistic Hypothesis ............................................................. 39
CHAPTER IV: RESEARCH FINDINGS ....................................................... 40
A. Data Description .................................................................. 40
B. Data Analysis. ...................................................................... 44
1. Normality Test Analysis .................................................. 44
2. Homogeneity Test Analysis............................................. 44
3. T-Test Analysis. ............................................................... 45
4. Interview Analysis. .......................................................... 47
C. Hypotheses Testing. ............................................................. 49
D. Data Interpretation. ............................................................... 50
CHAPTER V: CONCLUSION AND SUGGESTION .................................. 51
A. Conclusion ........................................................................... 51
B. Suggestion ........................................................................... 51
REFERENCES ................................................................................................. 53
APPENDICES .................................................................................................. 56
ix
LIST OF TABLES
Table 3.1 The Schedule of the Research ........................................................... 34
Table 4.1 Students‟ Score in Pre-test and Post-test (By using flashcard). ......... 40
Table 4.2 Data Distribution of Pre-test .............................................................. 41
Table 4.3 Data Distribution of Post-test ............................................................ 41
Table 4.4 Normality Test of Pre-test ................................................................. 43
Table 4.5 Normality Test of Post-test ................................................................ 44
Table 4.6 Homogeneity Test. ............................................................................. 44
Table 4.7 The Statistical Calculation of the Gain Score of Pre -test and Post-test
Result…………………………………………………... 45
x
LIST OF FIGURE
xi
LIST OF APPENDICES
xii
CHAPTER I
INTRODUCTION
1
2
conducting classroom activity for English lesson, students and teachers have
to be actively involved. It is necessary to make the activity done effectively
and to make both learners and teachers have a good feedback. For the result,
the materials are given maximally and the learning goals can be achieved.
methods and media as they use for teaching regular students and lack
knowledge about media to teach vocabulary for dyslexic students.
1
Meehan, Margaret , Dyslexia and Specific Learning Difficulties, (Swansea, University
of Wales Swansea, 2007) p.3
4
1. Teachers
The activities of this research are expected to improve the insight of
teaching and learning English vocabulary for dyslexic students especially
at Pantara Elementary School South Jakarta. So, it is easy to recognize
students who have difficulties in learning language (especially in
mastering English vocabulary) such as dyslexia.
For the teachers, this research expects them to conduct the class with
dyslexic students wisely. Also, it can improve their teaching strategy and
enrich their knowledge in using media to teach English vocabulary for
dyslexic students. Then, globally this research is expected to make
common people wiser to face dyslexic students. Hopefully, it can change
the negative view and the discrimination for dyslexic people by giving the
right information about dyslexic people. So, dyslexic people will be more
comfortable in studying English and people can help them to overcome
their learning difficulties.
2. Students
For dyslexic students, this research is expected to enhance their ability
and knowledge about vocabulary related to the material they learned.
Hopefully, by using flashcard media, the dyslexic students are able to
memorize the vocabulary, write the vocabulary, spell the vocabulary
correctly and know the vocabulary meaning in bahasa Indonesia and of
course, they can enjoy their teaching and learning activity.
6
3. Other Researcher
After conducting this research, it can support the existing theory
which had been conducted by experts that have the same importance
related to this research. So it can enrich the theory related to this research.
For other researcher, this research is expected to be useful to give
information about the condition of dyslexic students and the teacher who
teach them in teaching and learning English vocabulary. Then, this
research hopely can be useful to help further researcher who want to
conduct study with the similar topic to give more knowledge about this
research and benefit reference as the basic data information to conduct
further study.
Also, the writer hopes that this research can be very useful
information for educational field in order to enrich understanding for the
parties inside. Also, this research can enrich research results those were
conducted before this research by other researcher and experts.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Review of Related Literature
1. The Nature of Vocabulary
As one of the language components (beside grammar and
pronunciation), vocabulary is one thing which has to be mastered early
by language learners. In addition, vocabulary has an important role for
language learners in learning a language. Knowing vocabulary is
important for getting meaning from a text. Foreign language or second
language readers frequently say that they need more vocabularies so that
they can understand the meaning of the sentence.1 With knowing the
vocabulary they read, the readers‟ vocabulary mastery can be developed.
Vocabulary development refers to the knowledge of stored
information about the meanings and pronunciations of words necessary
for communication. Vocabulary development is important for beginning
reading in that when a student sounds out a word, he or she is also
determining if the word makes sense based on his or her understanding of
the word. If a student does not know the meaning of the word, it is
difficult to check for the word that fits.2
a. Definition of Vocabulary
Discussing vocabulary, there are some idea in defining
vocabulary. As people know, Vocabulary is one of the most important
aspect of foreign language learning.3. When people want to speak and
learn a language, firstly, they have to understand the vocabulary of the
language. As Raphael stated, vocabulary is broadly defined as
1
Jo Ann Aebersold and Mary Lee Feed, From Reader to Reading Teacher: Issues and
Strategies for Second Language Classroom (Cambridge, United Kingdom, Cambridge University
Pres: 1997) P.138
2
Multicultural & ESOL Program Services Education Dept. (April 2007) P.25
3
Jack C Richards, and Theodore S Rodger, Approach and Method in Language
Teaching, (Cambridge, Cambridge University Press, 2001) p.31
7
8
knowledge about words and word meanings4. People can use their
language skill fluently if they have mastered the vocabulary of the
language they want to use. Another definition of vocabulary refers to
words we use to communicate in oral and print language5 that‟s
because, the language people use to interact each other are orally and
printed. Sometimes, people use oral language to interact directly in
daily life, but sometimes they need to print what they want to convey
to others. Also, Djalinus Syah stated that, vocabulary is the treasury of
the words that is a list and a number of words which we have known.6
In daily life, people interact with others. So, by the interaction
happened, everyone can enrich their vocabulary each other to express
what they need and what idea they are thougt.
So, from some explanation above, it can be concluded that
vocabulary is a component of a language which contained words, it
can be learned, and it is used by people to communicate each other.
b. Kinds of Vocabulary
In discussion of language component, there are numerous kinds of
vocabulary. Haycraft stated that the kinds of vocabulary can be
defided into active and passive vocabulary as follows:
1) Active vocabulary can be defined as words which the students
understands, can pronounce correctly and uses constructively in
speaking and writing
4
Taffy E Raphael, Vocabulary Teaching and Learning, (Program Research Base, Wright
Group), p.2
5
Susan Hanson and Jenifer F.M Padua, Teaching Vocabulary Explicitly (Hawaii, Pacific
Resources for Education and Learning: 2011) p.5
6
Djalinus Syah and Azimar Enong, Tata Bahasa Inggris Modern (Dalam Bentuk Tanya
Jawab), (Jakarta, CV Miswar, 1982) p. 1
9
7
John Haycraft, An Introduction to English language Teaching, (London, Longman
Group Limited, 1978) p.44
8
Aebersold, op. cit., p. 139
9
Celce-Murcia, Marianne, Teaching English as A Second or Foreign Language, Third
Edition ( USA, Thomson Learning: 2001), p.285
10
10
Multicultural and Esol Program, op. cit., p.26
11
Micahel Wallace, Teaching Vocabulary, (Great Britain, Heinemann Educational Books
Ltd: 1982) pp. 9-13
12
Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education.
(UK, Cambridge University Press: 1995), p. 368
11
13
Nation, I.S.P, Teaching and Learning Vocabulary (Boston, Heinle & Heinle Publisher:
1990) p.2
14
Hatch, op. cit., pp.373 - 390
12
15
Hatch, op. cit., pp.3-4
16
Virginia French Allen, Techniques in Teaching Vocabulary, (New York, Oxford
University Press: 1980), p.30
13
17
Nation, I.S.P, op. cit., p.51
18
Jeanne McCarten, Teaching Vocabulary (USA, Cambridge University Press: 2007) p.20
19
Ibid., pp.21-22
14
3. Flashcards
Learning vocabulary can be more effective by using visual aid such
as pictures. With visual aids (in this case picture), teacher can be easier to
handle the class in mastering the material. It help students recognize what
the teacher explain without any real object media. Pictures are not just
an aspect of method but through their representation of places, objects
and people they are an essential part of the overall experiences so,
teachers must help students to cope with. Visual aids in teaching are well
established. Pictures provide a great deal of information at a glance,
20
Dana Shejbalová, Methods and Approaches In Vocabulary Teaching and Their
Influence on Students’ Acquisition (Czech, Masaryk University, Faculty Of Education Department
of English Language And Literature: June 2006), p.4
21
Ibid., p.8
22
Ibid., p.13
15
23
Robert Lado, Language Teaching A Scientific Approach (New York, McGraw Hills
Inc. 1983), p. 194
24
Andrew Wright, Pictures for Language Learning (Great Britain, Cambridge University
Press: 1989), p.2
25
Diane M Browder and, Maura. L Rob, Journal of Behavioural Education (Vol. 3, No. 3
pp. 235-245 : 1993) p.1
16
a. Defining Flashcards
There are numerous opinions in defining flashcard media.
However, the writer only chooses several of the definition to be
discussed. The definitions about flashcard which is chosen by the
writer may be stated as follows:
1) Flashcards are picture cards and can be used on their own or with
word cards. They are great for introducing new vocabulary,
memorizing, revising and consolidating vocabulary and concepts,
and for stimulating discussion.28
2) Flashcards are pictures or photographs mounted on small cards.
They are used as a visual resource in language teaching.29
3) A flashcard or flash card is a set of cards bearing information , as
words or numbers, on either or both sides, used in classroom drills
or in private study. One writes a question on a card and an answer
overleaf. Flashcards can bear vocabulary, historical dates, formulas
or any subject matter that can be learned via a question-and-answer
26
https://en.m.wikipedia.org/wiki/Flashcard Last edited on 12 May 2017, at 09:32,
(accessed on May, 17th 2017 14.25)
27
Haycraft, op. cit., p.100
28
https://eal.britishcouncil.org/teachers/great-ideas-flashcards (accessed on May, 16th
2017 13.00)
29
https://www.teachingenglish.org.uk/article/flashcards-0 (accessed on May, 17th 2017
14.15)
17
30
https://en.m.wikipedia.org/wiki/Flashcard Last edited on 12 May 2017, at 09:32
(accessed on May, 17th 2017 14.25)
31
Lado, op. cit., p. 197
32
Adrian Doff, Teach English, A Training Course for Teachers, Trainers’ Handbook,
(Cambridge University Press:1992), p. 82
18
33
Haycraft, op. cit., pp.100 -101
34
Haycraft, op. cit., p.104
35
https://eal.britishcouncil.org/teachers/great-ideas-flashcards (accessed on May, 16th
2017 13.00)
36
https://eal.britishcouncil.org/teachers/great-ideas-flashcards (accessed on May, 16th
2017 13.00)
19
37
Sharon E. Smaldino, Deborah L. Lowther ,James D. Russel, Instructional and Media
for Learning: Teknologi Pembelajaran dan Media untuk Belajar, (Jakarta, Kencana: 2008), p.72
20
38
https://eal.britishcouncil.org/teachers/great-ideas-flashcards (accessed on May, 16th 2017
13.00)
21
dyslexia39. From the statistic data above, it is noted that the total amount
of children in the age of Elementary School and below in Indonesia is 50
million people. With the assumption that dyslexic children is 10%; so,
the prediction of dyslexic children is 5 million people.40
According to British Dyslexia Association, Dyslexia is a specific
learning difficulty that mainly affects the development of literacy and
language related skills. It is likely to be present at birth and to be life-
long in its effects It is characterized by difficulties with phonological
processing, rapid naming, working memory, processing speed, and the
automatic development of skills that may not match up to an individual„s
41
other cognitive abilities. However, the biggest challenge that dyslexia
causes in education and in working life is with reading and writing. It is
therefore understandable that the primary focus of interventions and
support for people with dyslexia is on reading and that teachers all agree
such support is better provided as early as possible in a child‟s
education.42
Early identification and knowledge of the characteristics of dyslexia
are important. Dyslexia can be a confusing condition. There are plenty of
theories on its nature, from the phonological deficit hypothesis, visual
deficit and dietary imbalance theories, to speculation on movement and
coordination difficulties. So, often the busy classroom teacher does not
have time to read all the latest literature and develop new teaching
practices.43
39
https://m.merdeka.com/sehat/disleksia-penyebab-dan-gejalanya.html (accessed: December
th
30 , 2016, translated into English)
40
Indah Lestari et al, Dysfun Course (Kursus membaca dan menulis pertama di Indonesia
bagianak-anak yang mengidap Disleksia) –translated by the writer, (bandung, Jurnal Fak Psikologi
Universitas Padjajaran), p.1
41
Joanna Nijakowska, et al, Dyslexia For Teachers Of English As A Foreign Language,
(Dystefl: 2003) p. 9
42
Jim Ros, Dyslexia Still Matters (UK, Dyslexia Action, Park House, Wick Road, Egham,
Surrey: 2012) p.13
43
Gavin Reid, 100 Ideas for Supporting Pupils With Dyslexia, (London,Continuum
International Publishing Group: 2007), p. xi
22
That is why the clear and right information about dyslexia is very
important for those who gained in educational and language field. So,
how about the clear explanation for the nature of dyslexia? Here is the
explanation.
a. The Definition of Dyslexia
Dyslexia might be a confusing condition. People might be
unfamiliar with this condition and think that one that is affected by
dyslexia is stupid and cannot learn well. Discussing about dyslexia,
the term comes from two Greek words: dys (here meaning „difficulty
with‟) and lexicos or lexis (meaning „words‟).44 From the term
meaning, there are some statements represented the definition and
explanation about what dyslexia is. Here are the statements:
1) According to International Dyslexia Association, Dyslexia is a
specific learning disability that is neurological in origin. It is
characterized by difficulties with accurate and / or fluent word
recognition and by poor spelling and decoding abilities.
2) According to International Dyslexia Association, Dyslexia is a
specific learning disability that is neurological in origin. It is
characterized by difficulties with accurate and / or fluent word
recognition and by poor spelling and decoding abilities45
3) Dyslexia is one of the specific learning disabilities. Children with
dyslexia have difficulties in word recognition, word reading and
dictation. It is not caused by intellectual disabilities, sensory
impairments, environmental factors or emotional problems.46
4) is a type of learning disability. Specifically, it is a language-based
disorder characterized by problems learning to read, write, spell,
and decode single-words. A person with dyslexia has reading skills
44
Elke Schneider, and Margaret Crombie, Dyslexia and Foreign Language Learning,
(London, David Pulton Publisher: 2003), p. ix
45
Nijakowska, op. cit., p. 9
46
Hong kong Special Administrative Region, (HKSAR),Developmental Disorder Series
Child Assessment service,( Hong Kong, Department of Health: 2008), p.1
23
47
Pierre SD, Dyslexia Handbook for Teachers and Parents in South Dakota (South
Dakota Department of Education: March 2009) , p.3
24
2) Children Checklist
Reading and Spelling
When a child reads and spells, does he frequently:
a) confuse letters that look similar: d – b, u – n, m – n?
b) confuse letters that sound the same: v, f, th?
c) reverse words: was – saw, now – won?
d) transpose words: left – felt?
e) read a word correctly and then further down the page read it
wrongly?
25
f) change the words around: the cat sat on the mat (the mat sat on
the cat)?
g) confuse small words: of, for, from?
h) have difficulty when reading in keeping the correct place on a
line and frequently loses his place.
i) read correctly but does not understand what he is reading?
Writing
Even after frequent instruction does he/she still:
a) not know whether to use his right or left hand?
b) leave out capital letters or use them in the wrong places?
c) forget to dot „i‟ and cross „t‟?
d) form letters and numbers badly?
e) use margins and does his writing slope on the page?
f) use punctuation and paragraphs in the wrong places or not at all?
Other Indications
a) Is there a family history of dyslexia or similar difficulties?
b) Was he a late developer?
c) Is he easily distracted and has poor concentration?
d) Does he get confused between left/right, east/west, up/down,
over/under?
e) Does he have sequencing difficulties:
1) alphabet 4) numbers in tables
2) nursery rhyme
3) months of the
year
f) Does he hold a pen too tightly and awkwardly?
g) Does he have problems telling the time?
h) Does he have problems with tying shoe laces, etc.?
i) Does he have short-term memory problems related to printed
words and instructions?
26
j) Does he have mixed laterality (i.e. uses either right or left hands
or eyes in writing and other tasks)?
k) Does he have particular difficulty copying from a blackboard?
l) Does he have confusion with mathematical symbols (plus/minus
etc.)?
m) Does he have an inability to follow more than one instruction at
a time?
n) Is he unable to use a dictionary or telephone directory? 48
c. Cause of Dyslexia
When they become a difference in the way the brain works
problems in the development of phonological awareness Includes
difficulty with:
1) understanding the sound system of our language
2) recognizing individual speech sounds in words
3) learning how letters represent those sounds
4) remembering sounds in the correct order
5) the ability to quickly say letter names, object names, and name
common words
6) anatomical and brain imagery studies show differences in the
way the brain of a student with dyslexia develops and functions.
48
Maria Chivers, Dyslexia and Alternative Therapies (UK, Jesica Kingsley Publisher:
2006), pp.20 - 23
27
49
Gavin Reid,, Dyslexia and Inclusion, (London, David Fulton Publisher: 2005), p. 5-7
50
Chivers, op. cit., p 25
51
Chivers, op. cit., p.26
30
B. Previous Study
In conducting this research, the weiter sees some researches which have
been done by other researchers similar with this research.
The first is the research which is conducted by Neneng Suhaimi, the
student of Department of English Education UIN Syarif Hidayatullah Jakarta.
The tittle of this research is „The Effectiveness of Using Flashcard in Teaching
Vocabulary‟. this research was conducted in January 28th until March 7th 2014
at MTsN 13 South Jakarta. The aim of this research is to know the
effectiveness of flashcard in teaching vocabulary. This research used
quantitative method with quasi-experimental design. The technic in collecting
data in this research is pre-test and post-test at the grade 7A as experimental
class and 7D as control class. The result of this research with t-test is t-count is
2.43 with t-table with significance 5% is 1.671. t0>tt it means that Ho is rejected
and the use of flashcard in teaching vocabulary is effective.54
The second research is the research which is conducted by Aschurotun
Nadziroh, the student of English Department of STAIN Salatiga by the tittle
The Use Of Flashcards to Improve Vocabulary Mastery (A Classroom Action
52
Chivers, op. cit., p.28
53
Margaret Meehan , Dyslexia and Specific Learning Difficulties, (Swansea, University
of Wales Swansea, 2007) p.3
54
Neneng Suhaimi “The Effectiveness of Using Flashcard in Teaching Vocabulary (A
Quasi-Experimental Study in the Seventh Grade of MTSN 13 Jakarta” Skripsi of Syarif
Hidayatullah State Islamic University Jakarta, Jakarta, 2014, unpublished.
31
55
Aschurotun Nadziroh, “The Use Of Flashcards to Improve Vocabulary Mastery (A
Classroom Action Research for the Fourth Year Students of MI Duren Bandungan in the
Academic Year of 2009 / 2010)”, skripsi of English Education of Education Faculty State Islamic
Studies Institute (STAIN) Salatiga, Salatiga, 2010
56
Ana Zulaecha „Reinforcing Students‟ Vocabulary Mastery Through Picture (A
Classroom Action Research In First Grade of SMP Prakarya Anjatan-Indramayu). Skripsi of Syarif
Hidayatullah State Islamic University Jakarta, Jakarta, 2013, unpublished
32
57
Fajar Kawuryan, “Pengaruh Stimulasi Visual Untuk Meningkatkan Kemampuan
Membaca Pada Anak Disleksiaá” University of Muria Kudus, Kudus, 2012.
33
however, there are some errors which still existed and the difficulties in
reading aloud.58
C. Thinking Framework
Vocabulary is one of important elements in learning English language.
Someone can be fluent to produce a language both written and orally while he
or she is rich in vocabulary mastery. However, it is not easy to learn English
vocabulary for those who speak English as a speaker of foreign language
moreover for those who have Specific learning difficulties (LD) such as
dyslexia, dyscalculia, dysgraphia, dyspraxia, ADHD and ADD.
Usually, people who have specific learning difficulties (in this case, the
researcher discuss about dyslexic students) cannot make effective method or
strategy even appropriate media in enriching their English vocabulary mastery.
Because of that, in this research, the researcher would offer a media that can be
used in teaching English vocabulary for dyslexic students.
The media used in this research to teach dyslexic stduents at the grade 4 of
SD Pantara South Jakarta is visual media – flashcard. Flashcard is media in
learning vocabulary which consists of picture and words of a vocabulary.
Flashcard can make teaching and learning activity‟s goal be achieved.
Hopefully, the use of flashcard in this research to teach English vocabulary
for dyslexic students can give positive impact and enrich the dyslexic students‟
vocabulary mastery.
D. Research Hypotheses
The hypotheses from this research are expressed as follows:
Ho : There is no effect of using flashcard in teaching English Vocabulary for
dyslexic students at the grade 4 of SD Pantara South Jakarta
Ha : There is an effect of using flashcard in teaching English Vocabulary for
dyslexic students at the grade 4 of SD Pantara South Jakarta.
58
Raras Oktaviani, “Penerapan Multimedia Berbasis Komputer dalam Pembelajaran
Membaca Nyaring pada Anak Disleksia di Lembaga Bimbingan Studia Center”. Skripsi of Syarif
Hidayatullah State Islamic University Jakarta, Jakarta, 2013, unpublished.
CHAPTER III
RESEARCH METHODOLOGY
First Pre-Research
th
2. February, 7 2017 (Disposition for research and setting up
research planning)
Second Pre-Research (Setting up next
3. February, 14th 2017 research agenda) and interviewing English
teacher
4. February, 20th 2017 Pre-Test and Opening of The Research
5. February, 21st 2017 First Treatment
6. February, 28th 2017 Second Treatment
7. March, 7th 2017 Third Treatment
8. March, 8th 2017 Post-Test and Closing of The Research
34
35
1
Nurul Zuriah, Metodologi Penelitian Sosial dan Pendidikan, Teori – Aplikasi (Jakarta,
Bumi Aksara: August 2007), p.141 (translated)
36
2
Ibid., P.172
37
c. T-Test
The pre-test and post-test formulation use T-test formula that is adapted
from Budi Susetyo3. The T-test formula is used to compare both the pre-
test and post-test done by the respondents or sample of the research.
D
D
∑
D = = X 1- X
=
D √
√∑ ( D)
t = t value
D = Average/mean of D
3
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung, PT Revika
Adiatma: August 2010), pp.208-209
39
= Standard Deviation
D
= Standard Deviation of D average
n = Number of sample
a. Interview
The interview question and answer will be displayed by the writer
and the result is concluded to gain the fundamental data needed. The
result of interview will be displayed in appendix.
F. Statistical Hypotheses
Statistically, the hypotheses of the research are expressed as follows.
Ho : µA = µB
Ha : µA = µB
In which,
Ho = Null Hypothesis
Ha = Alternative Hypothesis
The criteria used are as follows:
Ho is accepted if –t(1-1/2ɑ) < t < t(1-1/2ɑ) from t distribution list with the
opportunity (1-1/2ɑ). It means that there is not any effect in using flashcard
media to teach vocabulary for dyslexic students.
Otherwise, Ho is rejected in other value. It means that there is an effect in
using flashcard media to teach vocabulary for dyslexic students.
CHAPTER IV
RESEARCH FINDINGS
A. Data Description
As described previously, this research was conducted by teaching and
learning activity. As pre-experimental study, this research was held for
dyslexic students of SD Pantara South Jakarta at the grade four (only one
class). The participants of this research are eleven students. The research data
was taken from pre-test and post-test given by the researcher. The pre-test
was done before the treatment (teaching English vocabulary using flashcard)
begin. Then, the post-test was done after the treatment finished.
The result of pre-test and post-test in this research is described in table 4.1.
Table 4.1
Students’ score in pre-test and post-test
(By using flashcard)
40
41
Related to the result of pre-test and post-Test displayed above, it can be seen
that in pre-test, the highest score of pre-test is 79 and the lowest score is 30. Then,
in the post-test, the highest score is 96 and the lowest is 40.
From the table above, it also can be seen that all of students’ score are
enhanced. To see more detail about frequency distribution of the students’ score,
the data can be seen on the table of class interval below:
To see class numbers
= 1 + 3.3log n
= 1 + 3.3 log(11)
= 1 + 3.44
= 4.44= 4
To see the percentage of the data (P)
P= x 100%
In pre-test session, 2 students got score around 30-42, 2 students got score
around 43-55, 5 students got score around 56-68, and 2 students got score around
69-81. most of students (5 out of 11 students) got score around. It means that,
most of students who became the participants in this research got score 56-68 (5
out of 11 students)
42
Table 4.3
Data distribution of post-test
Number Class Interval Frequency Percentage
1 40 – 54 2 18.18
2 55 – 69 1 9.09
3 70 – 84 2 18.18
4 85 – 99 6 54.54
Ʃ 11 100
In post-test session, 2 students got score around 40-54, 1 student got score around
55-69, 2 students got score around 70-84, and 6 students got score around 85-99.
.It means that, most of students who became the participants in this research got
score 85-99. It means that, most of students got score around 85-99 (6 out of 11
students) and most of students’ score in post-test were increased from pre-test.
Also, it can be seen the percentage diagram of students’ score in pre-test and post-
test as follows:
50
40
30
20
10
0
30 – 42 43 – 55 56 – 68 69 – 81
Figure 4.1
The Percentage Diagram of Pre-Test Data Distribution
In pre-test session, there are 18.18% students who got score around 30-42,
18.18% students who got score around 43-55, 45.45% students who got score
around 56-68 and 18.18% students who got score around 69-81.
43
60
50
40
30
20
10
0
40 – 54 55 – 69 70 – 84 85 – 99
Figure 4.2
The Percentage Diagram of Post-Test Data Distribution
In pre-test session, there are 18.18% students who got score around 40-54, 9.09%
students who got score around 55-69, 18.18% students who got score around 70-
84 and 54.54% students who got score around 85-99.
From the result of the research, the comparison between pre-test and post-
test result can be seen in the diagram below:
Figure 4.3
The Comparison Diagram of Pre-Test and Post-Test
Average Score
80
70
60
50
Column2
40
Column1
30
20
10
0
Pre Test Post-Test
From the diagram above, it can be seen that there was a score increase
between pre-test and post-test session.
44
B. Data Analysis
1. Normality Test Analysis
Table 4.4
Normality Test of Pre-test Result
Table 4.5
Normality Test of Post-test Result
From the calculation above, it can be concluded that the pre-test and post-
test data was distributed normally because the significance level is higher
than 0.005.
3. T-Test Analysis
Before analyzing, the data had been calculated into statistic
calculation. The researcher used ttest data to find empirical evidence
statistically and to make the testing of hypothesis easier. Here is the
calculation:
Table 4.7
The Statistical Calculation of the Gain Score of Pre – Test and Post-Test Result
8 1 60 91 31 11.68 136.46
9 1 79 96 17 -2.32 5.37
10 1 71.5 88.5 17 -2.32 5.37
11 1 52 87 35 15.68 245.92
Ʃ 645 857.5 212.5 0.002 1098.69
f = 11
x 58.64 77.95 19.32 0 91.56
D =
= 212.5
D = = 19.32
= = 10.48
= = = 3.16
d. To find t value:
= = 6.11
47
4. Interview Analysis
In this research, the writer held an interview session to gather early
data. The data gotten from interview was used as a supporting data in
getting the main data. The respondent of the interview is the English
teacher who teach English lesson at the grade 4 Pantara Elementary
School. The interview consisted three big question topics as follows:
a. English vocabulary mastery of the dyslexic students at the grade of
SD Pantara South Jakarta
b. Activity in teaching and learning English vocabulary for the dyslexic
students at the grade four of SD Pantara South Jakarta
c. Learning media in English vocabulary for the dyslexic students at
the grade four of SD Pantara.
From the interview which had been done, it can be showed the result
like this
a. The dyslexic students at the grade four of Pantara Elementary School
are accustomed in communicating with English even in the simple
one. They are often watching television program which use English.
b. Related to the English teacher, the teacher stated that Vocabulary is
important to be learned because it can support students’ language
mastery. But, the learning way is adjusted to the students’ capability.
c. The kinds of vocabulary which is easy to be learned by dyslexic
students is the vocabulary that similar between oral and written. The
48
C. Hypotheses Testing
This research is to answer ‘is there any effect in using flashcard to teach
English vocabulary for dyslexic students at the grade four of SD Pantara?’ To
know the answer, the writer does the hypotheses testing.
In this research, the researcher proposes null Hypothesis (Ho) and
Alternative Hypothesis (Ha) as follows:
Ho : µA = µB
Ha : µA = µB
In which,
Ho : There is not any effect of using flashcard in teaching English Vocabulary
for dyslexic students at the grade 4 of SD Pantara South Jakarta
Ha : There is an effect of using flashcard in teaching English Vocabulary for
dyslexic students at the grade 4 of SD Pantara South Jakarta
The criteria used are as follows:
Ho is accepted if –t(1-1/2ɑ) < t < t(1-1/2ɑ) from t distribution list with the
opportunity (1-1/2ɑ). It means that there is not any effect in using flashcard
media to teach vocabulary for dyslexic students.
Otherwise, Ho is rejected in other value. It means that there is an effect in
using flashcard media to teach vocabulary for dyslexic students.
Based on the description of data calculation, it can be inferred that:
1. The t-test value (to) is 6.11
50
2. The degree of freedom (df) is 20, so the value of ttable in the significance t(1-
1/2ɑ ) / t(0.975) is 2.086.
It shows that to ≥ ttable, it means that null hypothesis (Ho) is rejected and the
alternative hypothesis (Ha) is accepted.
D. Data Interpretation
Flashcard is one of media that is creatively used in teaching and learning
English vocabulary. The flashcard is a kind of card which consists of pictures
and vocabulary words that is drawn or printed. With the use of flashcard, it is
considered that it can enhance students’ English vocabulary mastery.
Moreover, for dyslexic students, it is not easy to teach English vocabulary
with the specific learning difficulty they have. So, flashcard is a good choice
as a media used for them in enjoying their learning in English vocabulary.
Flashcard can help dyslexic students’ visual aspect in mastering English
vocabulary so, they can memorize the vocabulary and understand the words’
function and how can the students’ use the words in their daily life.
In this research, the result of data analysis using t-test showed the value
of to is 6.11 with the degree of freedom is 20 and the significant level is
0.05/5% and the ttable/t(0.975) is 2.086. It means that to > that ttable (to is higher
than ttable). Therefore, the null hypothesis (Ho) is rejected. Then, the
alternative hypothesis (Ha) is accepted. It also means that there is positive
effect in using flashcard in teaching vocabulary for dyslexic students.
This research showed the increasing score between pre-test and post-test.
The average score in pre-test is 58.64 and in post-test, the average score is
77.95. The highest score in pre-test is 79 and in post-test, the highest score is
96. The lowest score in pre-test is 30 and the lowest score in post-test is 40.
All of participants’ score in this research is increased after they have studied
English vocabulary with flashcard. From the result of the research, it can be
concluded that there is positive effect in using flashcard to teach English
vocabulary for dyslexic students and the use of flashcard is effective to teach
English vocabulary for dyslexic students.
CHAPTER V
A. Conclusion
Based on the research findings, it can be concluded that the average score
in pre-test is 58.64 and in post-test is 77.95. Then, it is obtained that ttable is
lower that to in significant level 0.05/t0.975 (t1/2ɑ ) 2.086. In other words, the
null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It
means that there is a positive effect of using flashcard in teaching English
vocabulary for dyslexic students at the fourth grade students of SD Pantara
South Jakarta and the use of flashcard is effective to teach English for
dyslexic students.
B. Suggestion
From the conclusion above, the writer would like to give some suggestions
as follows:
1. For the Teachers
After seeing the result of this research, it can be seen that there is
positive impact in using flashcard to teach English vocabulary for dyslexic
students at the grade four of SD Pantara South Jakarta and the use of it is
effective. So, this research suggests to the teachers who teach English
vocabulary to use flashcard in conducting the teaching and learning
activity. The use of flashcard can help dyslexic students to increase their
vocabulary mastery. Also, the teacher should be able to conduct the
teaching and learning activity creatively in gaining dyslexic students’
learning attention.
However, flashcard is not only one media which can be used to teach
vocabulary. The teachers can use any other media and method appropriate
with dyslexic students’ need in their learning activity. Also, the teachers
should be able to build cooperation between them and their students in the
teaching and learning activity, so the activity can be done maximally.
51
52
Aebersold, Jo Ann., and Field Mary Lee, From Reader to reading Teacher –
Issues and Strategies for Second Language Classroom, UK, Cambridge
University Press: 1997
Allen, Virginia French, Techniques in Teaching Vocabulary, New York, Oxford
University Press: 1983
Browder, Diane. M, Ph.D and Rob. L Maura : Journal of Behavioral Education ,
Vol. 3, No. 3, 1993
Celce-Murcia, Marianne, Teaching English as A Second or Foreign Language,
Third Edition, USA: Thomson Learning, 2001
Chivers, Maria, Dyslexia and Alternative Therapies, UK, Jesica Kingsley
Publisher: 2006
Doff, Adrian, Teach English, A Training Course for Teachers, Trainers’
Handbook, UK, Cambridge University Press: 1992
Hanson, Susan and Padua, Jenifer F.M, Teaching Vocabulary Explicitly Hawaii,
Pacific Resources for Education and Learning: 2011
Hatch, Evelyn and Brown, Cheryl, Vocabulary, Semantics, and Language
Education. UK: Cambridge University Press: 1995
Haycraft ,John, An Introduction to English language Teaching, London, Longman
Group Limited: 1978
Hong-Kong Special Administrative Region (HKSAR), Developmental Disorder
Series Child Assessment service, :Department of Health 2008
Kawuryan, Fajar, “Pengaruh Stimulasi Visual Untuk Meningkatkan Kemampuan
Membaca Pada Anak Disleksiaá” University of Muria Kudus, Kudus, 2012.
Lado, Robert, Language Teaching A Scientific Approach New York, McGraw
Hills Inc: 1983
Lestari, Indah et al, Dysfun Course (Kursus membaca dan menulis pertama di
Indonesia bagianak-anak yang mengidap Disleksia) –translated, Bandung,
Jurnal Fak Psikologi Universitas Padjajaran
McCarten, Jeanne, Teaching Vocabulary, USA, Cambridge University Press:
2007
53
Meehan, Margaret , Dyslexia and Specific Learning Difficulties, Swansea,
University of Wales Swansea: 2007
Multicultural & ESOL Program Services Education Dept: April 2007
Nadziroh, Aschurotun, “The Use Of Flashcards to Improve Vocabulary Mastery (A
Classroom Action Research for the Fourth Year Students of MI Duren
Bandungan in the Academic Year of 2009 / 2010)”, skripsi of English Education
of Education Faculty State Islamic Studies Institute (STAIN) Salatiga, Salatiga,
2010
Nation, I.S.P, Teaching and Learning Vocabulary Boston, Heinle & Heinle
Publisher: 1990
Neneng Suhaimi “The Effectiveness of Using Flashcard in Teaching Vocabulary (A
Quasi-Experimental Study in the Seventh Grade of MTSN 13 Jakarta” Skripsi of
Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2014, unpublished.
Nijakowska et al, Dyslexia for Teachers of English as a Foreign Language,
DysTEFL: 2003
Oktavianni, Raras, “Penerapan Multimedia Berbasis Komputer dalam Pembelajaran
Membaca Nyaring pada Anak Disleksia di Lembaga Bimbingan Studia Center”.
Skripsi of Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2013,
unpublished.
Raphael, Taffy E, Vocabulary Teaching and Learning, Program Research Base:
Wright Group
Reid, Gavin, 100 Ideas for Supporting Pupils With Dyslexia, London: Continuum
International Publishing Group: 2007
Reid, Gavin, Dyslexia and Inclusion, London, David Fulton Publisher: 2005
Richards, Jack, C and Rodger, Theodore, S, Approach and Method in Language
Teaching, Cambridge, Cambridge University Press: 2001
Rose, Jim, Dyslexia Still Matters , UK: Wick Road, Egham, Surrey, Dyslexia
Action, Park House: 2012
Schneider, Elke, and Crombie Margareth, Dyslexia and Foreign Language
Learning, London, David Pulton Publisher: 2003
SD, Pierre Dyslexia Handbook for Teachers and Parents in South Dakota South
Dakota: Department of Education: March 2009
54
Sharon. E, Lowther, Deborah L, Russel James D, Instructional and Media for
Learning: Teknologi Pembelajaran dan Media untuk Belajar, Jakarta,
Kencana: 2008
Shejbalová, Dana Methods and Approaches In Vocabulary Teaching and Their
Influence on Students’ Acquisition Czech, Masaryk University, Faculty Of
Education Department of English Language And Literature: June 2006
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Adiatma: August 2010
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Tanya Jawab), Jakarta, CV Miswar: 1982
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55
APPENDIX 1
PEMETAAN STANDAR KOMPETENSI (SK) DAN KOMPETENSI DASAR (KD)
Tahun Pelajaran : 2016 -2017
(_________________________) (_________________________)
NIP : ......................................... NIP : .........................................
57
PEMETAAN STANDAR KOMPETENSI (SK) DAN KOMPETENSI DASAR (KD)
Tahun Pelajaran : 2016 -2017
Indikator
Alokasi
Standar Kompetensi Kompetensi Dasar KKM Pencapaian
Waktu
Kompetensi
Berbicara
6. Mengungkapkan 6.1 Menirukan ujaran Menirukan ujaran
instruksi dan dalam ungkapan dalam ungkapan
informasi sangat sangat sederhana sangat sederhana
sederhana dalam secara berterima
konteks kelas
58
berterima yang Memberi ijin
melibatkan tindak Menyetujui
tutur: meminta ijin, Tidak menyetujui
memberi ijin,
menyetujui, tidak Menyangkal
menyetujui, Meminta kejelasan
menyangkal, dan
meminta kejelasan
JUMLAH
(_________________________) (_________________________)
NIP : ......................................... NIP : .........................................
59
PEMETAAN STANDAR KOMPETENSI (SK) DAN KOMPETENSI DASAR (KD)
Tahun Pelajaran : 2016 -2017
(_________________________) (_________________________)
NIP : ......................................... NIP : .........................................
60
PEMETAAN STANDAR KOMPETENSI (SK) DAN KOMPETENSI DASAR (KD)
Tahun Pelajaran : 2016 -2017
Indikator Alokas
Standar Kompetensi Kompetensi Dasar KKM Pencapaian i
Kompetensi Waktu
Menulis
8. Mengeja dan 8.1 Mengeja ujaran Mengeja ujaran
menyalin tulisan bahasa Inggris bahasa Inggris
bahasa Inggris sangat sederhana dengan ejaan yang
sangat sederhana secara tepat dan benar
dalam konteks berterima dengan
kelas tanda baca yang
benar yang
melibatkan: kata,
frasa, dan kalimat
sangat sederhana
JUMLAH
(_________________________) (_________________________)
NIP : ......................................... NIP : .........................................
61
62
APPENDIX 2
A. Standar Kompetensi
1. Mendengarkan : Memahami instruksi sangat sederhana dengan tindakan dalam
konteks kelas
2. Menulis : Menyalin tulisan bahasa Inggris sangat sederhana secara tepat
B. Kompetensi Dasar
1. Merespon dengan mengulang kosa kata baru dengan ucapan lantang.
2. Menyalin tulisan bahasa Inggris sangat sederhana secara tepat
C. Indikator
1. Merespon kosa kata baru yang diucapkan guru.
2. Mengulang kosa kata baru yang diucapkan guru dengan ucapan lantang
3. Menuliskan kosakata baru yang diucapkan guru dengan baik dan benar
4. Memahami arti dan makna kosakata baru yang diucapkan oleh guru dengan baik
dan benar
D. Tujuan Pembelajaran
1. Siswa dapat merespon kosa kata baru yang diucapkan guru.
2. Siswa dapat mengulang kosa kata baru yang diucapkan guru dengan suara
lantang.
3. Siswa dapat menuliskan kosakata baru yang diucapkan guru dengan baik dan
benar.
4. Siswa dapat memahami arti dan makna kosakata baru yang diucapkan oleh guru
dengan baik dan benar
E. Materi Pembelajaran
62
“Clothes and Color”
F. Metode Pembelajaran
Metode Demonstrasi gambar
G. Langkah-Langkah Pembelajaran
1. Pertemuan pertama
a. Kegiatan Awal (20 menit)
- Mengucapkan salam.
- Absensi.
- Memulai pelajaran dengan mengucapkan “basmallah” bersama-sama.
- Tes Awal (pre-test)
b. Kegiatan Inti (40 menit)
- Guru memperlihatkan gambar kepada siswa melalui flashcard
- Guru menanyakan kepada siswa-siswi tentang gambar tersebut
- Guru melafalkan kosa kata tersebut dan meminta siswa mendengarkan
dengan baik..
- Siswa mendengarkan apa kata-kata guru.
- Guru meminta siswa-siswi untuk mengulang kata-kata yang sudah
diucapkan guru baik secara individu maupun kelompok
- Guru memperhatikan dan membetulkan pengucapan bahasa Inggris yang
salah.
c. Kegiatan Akhir/Penutup (10 menit)
- Guru meminta siswa untuk mengulang kata-kata tersebut kembali di
rumah
- Menutup pelajaran dengan mengucapkan “Hamdalah” bersama-sama.
- Salam dan keluar kelas.
2. Pertemuan Kedua
d. Kegiatan Awal (15 menit)
- Mengucapkan salam.
- Absensi.
- Memulai pelajaran dengan mengucapkan “basmallah” bersama-sama.
e. Kegiatan Inti (40 menit)
63
- Guru memperlihatkan gambar kepada siswa melalui flashcard
- Guru menanyakan kepada siswa-siswi tentang gambar tersebut
- Guru melafalkan kosa kata tersebut dan meminta siswa mendengarkan
dengan baik..
- Siswa mendengarkan apa kata-kata guru.
- Guru meminta siswa-siswi untuk mengulang kata-kata yang sudah
diucapkan guru baik secara individu maupun kelompok
- Guru memperhatikan dan membetulkan pengucapan bahasa Inggris yang
salah.
f. Kegiatan Akhir/Penutup (15 menit)
- Guru meminta siswa untuk mengulang kata-kata tersebut kembali di
rumah
- Permainan mencocokkan gambar dengan kata
- Menutup pelajaran dengan mengucapkan “Hamdalah” bersama-sama.
- Salam dan keluar kelas.
3. Pertemuan Ketiga
g. Kegiatan Awal (15 menit)
- Mengucapkan salam.
- Absensi.
- Memulai pelajaran dengan mengucapkan “basmallah” bersama-sama.
- Tes Awal (pre-test)
h. Kegiatan Inti (10 menit)
- Guru memperlihatkan gambar kepada siswa melalui flashcard
- Guru menanyakan kepada siswa-siswi tentang gambar tersebut
- Guru melafalkan kosa kata tersebut dan meminta siswa mendengarkan
dengan baik..
- Siswa mendengarkan apa kata-kata guru.
- Guru meminta siswa-siswi untuk mengulang kata-kata yang sudah
diucapkan guru baik secara individu maupun kelompok
- Guru memperhatikan dan membetulkan pengucapan bahasa Inggris yang
salah.
i. Kegiatan Akhir/Penutup (20 menit)
64
- Guru meminta siswa untuk mengulang kata-kata tersebut kembali di
rumah
- Tes akhir (post-test)
- Menutup pelajaran dengan mengucapkan “Hamdalah” bersama-sama.
- Salam dan keluar kelas.
H. Sumber/Bahan/Alat Pembelajaran
Gambar-gambar/ flash card.
Buku bahasa Inggris Grow With English, pengerang mukarto, penerbit: Erlangga,
2007.
I. Penilaian
Pre-Test ( untuk mengetahui pengetahuan siswa sebelum pembelajaran) dan Post-
Test (untuk mengetahui kemampuan siswa setelah belajar) dengan kriteria
penilaian:
Apabila siswa dapat menuliskan kosakata dan arti kosakata dalam bahasa Indonesia
dengan benar, siswa mendapatkan skor 4 per nomor. Apabila siswa benar semua
baik dalam penulisan kosakata dan penulisan artinya di semua soal (25 soal) maka
siswa mendapatkan nilai 100
Guru Peneliti
65
APPENDIX 3
Wear = Memakai
66
APPENDIX 4
FLASHCARD
PUT ON FOLD
red yellow
68
Brown
grey Purple
69
wear Pink
orange TrouserS
70
shirt shoes
socks dress
71
t-shirt cap
uniform jacket
72
shorts
PUT ON FOLD
73
TAKE OFF Hang up green
Brown grey
74
Purple wear Pink
75
t-shirt cap uniform
jacket shorts
76
77
78
79
APPENDIX 5
INTERVIEW TRANSCRIPT
Respondent Data
Interview
No Interview Questions Interview Response
Aspect
a. Menurut ibu, penguasaan Karena sudah terbiasa menonton
kosakata bahasa Inggris pada anak acara televisi dari luar negeri, jadi
disleksia kelas 4 SD Pantara penguasaan kosakatanya sudah
Jakarta Selatan itu seperti apa? cukup baik dan tidak terlalu sulit.
Untuk mentranslate dari bahasa
Inggris ke bahasa Indonesia sudah
cukup baik, bahkan mereka sudah
mampu berdialog menggunakan
Penguasaan
bahasa Inggris.
kosakata bahasa
b. Menurut ibu, seberapa penting Karena dalam penguasaan bahasa
Inggris pada
1 penguasaan kosakata bahasa Inggris yang perlu dikuasai pertama
siswa disleksia
Inggris bagi siswa disleksia kelas 4 adalah kosakata jadi cukup penting,
kelas 4
SD Pantara ini? tetapi dikembalikan lagi ke
SDPantara
kemampuan siswanya. Ada beberapa
siswa yang bisanya hanya mengenal,
tetapi belum bisa menghapal.
c. Kosakata seperti apa yang mudah Kosakata yang mudah dikuasai oleh
dikuasai oleh siswa disleksia di siswa diseleksia di kelas 4 SD
kelas 4 ini? Pantara ini adalah kosakata yang
antara bahasa lisan dan tulisan itu
mirip
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d. Kosakata seperti apa yang sulit Kosakata yang sulit dikuasai oleh
dikuasai oleh siswa disleksia di siswa diseleksia di kelas 4 SD
kelas 4 ini? Pantara ini adalah kosakata yang
antara bahasa lisan dan tulisan itu
cukup berbeda jauh. Itu bisa
membuat mereka banyak salah tulis.
Tapi, saya tidak terlalu
memperdulikan penulisannya karena
bagi saya dengan mereka bisa
mengucapkan itu sudah cukup.
Kemampuan menulis itu yang
terakhir
e. Seberapa besar minat siswa Minatnya sangat besar karena
disleksia kelas 4 SD Pantara dalam pembelajaran dibawa menyenangkan
mempelajari kosakata bahasa (dilakukan pembelajatan
Inggris? menyenangkan).
f. Bagaimana proses/ aktivitas Biasanya saya melakukan kegiatan
pembelajaran kosakata bahasa tanya-jawab di awal, lalu ada
Inggris bagi siswa kelas 4 SD permainan dan terakhir siswa
Pantara yang ibu lakukan? diberikan lembar kerja (latihan)
Aktivitas/Proses
g. Teknik dan metode pembelajaran Kalau sudah kenal kosakatanya
Pembelajaran
seperti apa yang sering ibu lanngsung belajar menulis, jadi
kosakata bahasa
gunakan dalam pembelajaran pembelajaran membaca dan menulis
2. Inggris pada
kosakata bahasa Inggris bagi kosakata bersamaan. Ketika masuk
siswa disleksia
siswa disleksia kelas 4 SD materi baru pasti kosakata terlebih
kelas 4 SD
Pantara? dahulu yang dipelajari.
Pantara
h. Seberapa sering ibu menggunakan Cukup Sering
metode tersebut?
i. Adakah kegiatan Itu pasti ada dan dilakukan, di akhir
penguatan/pengayaan penguasaan pelajaran ada lembar kerja dan
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kosakkata bahasa Inggris pada pertemuab berikutnya sebelum mulai
siswa disleksia kelas 4 SD materi baru diulangi lagi materi
Pantara? Jika ada bagaimana sebelumnya.
pelaksanaannya?
Menggunakan lembar kerja karena
j. Bagaimana ibu melaksanakan
dari situ sudah terlihat
assessment pengetahuan
penguasaannya, kalau belum
penguasaan kosakata bahasa
maksimal saya beri lagi lembar kerja
Inggris bagi siswa disleksia kelas 4
lainnya yang masih sesuai dengan
SD Pantara?
kosakata materi yang dipelajari.
Secara umum tidak ada kendala
yang cukup menganggu, kendala
yang dihadapi hanya kesulitan siswa
k. Adakah kendala yang dialami dalam menterjemahkan bbahasa
selama proses pembelajaran lisan ke bahasa tulisan, tapi hal itu
kosakata bahasa Inggris bagi tidak terlalu saya pentingkan karena
siswa disleksia kelas 3 SD kemampuan menulis itu terakhir
Pantara? Jika ada apa saja asalkan mereka paham kosakata
kendalanya? yang sedang dibahas. Jika salah
salah sedikit saya ingatkan untuk
diperbaiki semisal boleh melihat
buku, dsb.
3. Media l. Media pembelajaran apa yang flashcard
Pembelajaran biasa ibu gunakan?
kosakata bahasa m. Bagaimana pengunaan media Biasanya saya tunjukkan
Inggris bagi tersebut? kosakatanya terlebiih dahulu, baru
siswa disleksia nanti ada tanya jawab terkait
kelas 4 SD kosakata yang ada di flashcard.
Pantara n. Seberapa sering ibu menggunakan Cukup sering dan biasa saya
media tersebut? gunakan
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o. Apakah media tersebut dirasa Ya, saya rasa media flashcard cukup
cukup efektif? efektif untuk digunakan karena
cukup bisa meningkatkan
kemampuan kosakata bahasa Inggris
bagi siswa disleksia kelas 4 SD
Pantara.
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APPENDIX 6
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APPENDIX 7
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APPENDIX 8
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APPENDIX 9
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APPENDIX 10
Yth,
Bapak/Ibu
Di Tempat
Dengan Hormat,
Saya yang bertanda tangan di bawah ini, Mahasiswa program S1 Pendidikan Bahasa Inggris
UIN Syarif Hidayatullah Jakarta
Nama : Fitrianita Pugar Rismanti
NIM : 1112014000021
Bermaksud melaksanakan penelitian dengan judul ““Using Flashcard to Teach English
Vocabulary for Dyslexic Students ( A Pre-Experimental Study at The Grade IV of SD Pantara
South Jakarta) / Penggunaan Media Kartu Bergambar Dalam Pembelajaran Kosa Kata
Bahasa Inggris Bagi Siswa Disleksia (Studi Pra Eksperimen bagi Siswa Kelas 4 SD Pantara
Jakarta Selatan)”. Tujuan dari penelitian ini adalah mendapatkan gambaran penggunaan media
kartu bergambar terhadap penguasaan kosakata bahasa Inggris bagi siswa dengan karakter disleksia.
Penelitian ini tidak akan menimbulkan dampak yang merugikan bagi responden karena
semua data serta informasi yang didapatkan akan digunakan sebaik-baiknya oleh peneliti demi
kepentingan penelitian. Apabila Bapak/Ibu/Wali Siswa berkenan saya mohon kesediaannya untuk
mengizinkan putera/puterinya menjadi responden dalam penelitian yang saya laksanakan ini.
Atas perhatian yang Bapak/Ibu/Wali Siswa berikan, saya mengucapkan terima kasih.
Mengetahui,
Peneliti
Kepala SD Pantara
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APPENDIX 11
Nama :
Orangtua dari :
Saya memberikan izin kepada Sdri. Fitrianita Pugar Rismanti untuk melaksanakan
kegiatan penelitian dan pengambilan data terhadap putera/puteri saya, berupa pra-tes,
pasca-tes dan kegiatan pembelajaran terkait dengan penelitian. Saya juga memberikan
izin penggunaan data tersebut untuk mendukung proses penelitian yang dilakukan.
Jika suatu saat dianggap perlu, atas pertimbangan apapun, saya dapat
membatalkan/menarik kesediaan dan seluruh informasi/data yang telah saya berikan.
Jakarta, 2017
( )
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APPENDIX 12
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APPENDIX 13
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95
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