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 teachinglearning 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…… ................................................................................... LOGO ............................................................................................................. PAGE OF APPROVAL ................................................................................ MOTTO .......................................................................................................... DEDICATION ............................................................................................... AKNOWLEDGEMENT ............................................................................... ABSTRACT ................................................................................................... ABSTRAKSI .................................................................................................. TABLE OF CONTENT ................................................................................ LIST OF APPENDIX .................................................................................... LIST OF TABLES ........................................................................................
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CHAPTER I INTRODUCTION 1.1 Background of the study ...........................................................................
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1.2 Statement of the problem .........................................................................
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1.3 Objective the Research .............................................................................
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1.4 Significance of the Research ....................................................................
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1.5 Scope of the Research ..............................................................................
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1.6 Operational Definition .............................................................................
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CHAPTER II REVIEW TO RELATED LITERATURE 2.1 Exceptional Children .................................................................................
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2.2 Mental Retardation ....................................................................................
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2.2.1 The Cause of Mental Retardation ...................................................
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2.2.2 Types of Mental Retardation ...........................................................
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2.3 Teaching English in SMPLB ....................................................................
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2.3.1 Teaching English in SMPLB NegeriJepara .....................................
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2.3.2 The Purpose of Teaching English in SMPLB NegeriJepara ............
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2.3.3 The Curriculum of Teaching English .............................................
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2.3.4 The Material of Teaching English in SMPLB NegeriJepara ...........
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2.4 English Vocabulary ...................................................................................
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2.4.1 The Definition of Vocabulary .........................................................
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2.4.2 The Types of Vocabulary Mastery ..................................................
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2.4.3 The Purpose of Vocabulary Mastery ..............................................
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2.4.4 The Method of Teaching Vocabulary for the Seventh Grade of SMPLB Negeri Jepara .....................................................................
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2.4.5 Method of Teaching English Vocabulary ..............................................
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2.4.6 System Evaluation ..........................................................................
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2.5 Teacher Activities from the Teaching Learning Process ..........................
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2.6 Review of Previous Research ....................................................................
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2.7 Theoretical Framework .............................................................................
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CHAPTER III METHOD OF THE RESEARCH 3.1 Research design .........................................................................................
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3.2 Data and Data source ................................................................................
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3.3 Data Collection ..........................................................................................
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3.4 Data analysis .............................................................................................
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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 .................................................................................................
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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 ................................................................................................
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CHAPTERVI CONCLUSION AND SUGGESTION 6.1 Conclusion ................................................................................................
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6.2 Suggestion ..................................................................................................
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BIBLIOGRAPHY .........................................................................................
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APPENDICCES ............................................................................................. SURAT IJIN PENELITIAN ......................................................................... SURAT PERNYATAAN ............................................................................... CURRICULUM VITAE ................................................................................
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LIST OF TABLES
Tables
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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
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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
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