THE USE OF PICTURES IN TEACHING VOCABULARY TO STUDENTS WITH MILD INTELLECTUAL DISABILITY :A Single Subject Research at SMPLB Sungailiat.

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Hastia Permata Sari , 2014

THE USE OF PICTURES IN TEACHING VOCABULARY TO STUD ENTS WITH MILD INTELLECTUAL D ISABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE USE OF PICTURES IN TEACHING VOCABULARY TO

STUDENTS WITH MILD INTELLECTUAL DISABILITY

(Single Subject Research at SMPLB Sungailiat)

ABSTRACT

This thesis reports on the effect of using pictures in teaching Vocabulary to students with mild intellectual disability who were learning English in Special Need junior high school, Sungailiat, Bangka Belitung Province. The students with mild intellectual disability generally have the delays in cognitive learning who require a lot of time to learn compared to other children, and need encouragement to be able to understand the content matter according to their ability. This study employed an experimental research design, embracing the characteristics of a Single Subject Research (SSR) A-B-A model and to some extent a program evaluation. The data were obtained from several sources, including tests which consists of Baseline-1 (four times), intervention (eight times), and Baseline-2

(four times) which were then analyzed using descriptive statistics in order to obtain a clear picture of the results of the intervention in the specified time period and classroom observations. The outcomes indicate that despite some limitations, the teaching program was successful, the students improved in grasping vocabulary after intervention and the students maintained high levels of correct responding after eight meetings of intervention. Moreover, the data from classroom observations show that the students were aware of having made progress which allowed them to actively participate in their learning. Given the fact that this research was conducted in a short time with involving only vocabulary in learning English, it is recommended the further researchers can investigate other media and involve more aspects that can be applied in order to increase the comprehension of mild intellectual disability learners in learning English.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

RESEARCH METHODOLOGY

This chapter includes further elaboration of how the research carried out,

which consist of five sections. It covers the research problems, then follow by

research design, and It also describes the research site and participants, techniques

of collecting data, and data analysis.

3.1 Purpose of The Study

The purpose of this study was to identify and describe the effectiveness of

the use of pictures in increasing the rate of acquisition of vocabulary by students

with mild intellectual disability. Research suggests that the more words the

learners know, the more they are able to comprehend what they see, hear or read.

Integrating pictures into vocabulary less purpose, one may not only offer them

visual experience, but also may be a powerful tool in helping them to learn and

remember new words. Based on the above the present study endeavoured to

address the question:

1. Does the use of pictures increase the rate of acquisition of vocabulary by students with mild intellectual disability ?

2. What are the students’ responses towards the implementation of the use of pictures?

3.2 Research Design

Relevant to the purpose and research questions, this study was conducted

to find out whether the use of pictures increases the rate of acquisition of

vocabulary by students with mild intellectual disability or not and the students’

responses to the implementation of the use of pictures. This study employed an

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the manipulation of variables in order to determine their causal significance

(Cohen, Manion and Morrison,2007).

Furthermore, experimental research is defined as a research in which the

researcher manipulates the independent variable and interested in showing cause

and effect (Johnson and Christensen, 2008). There are many types of experimental

research design. Here, the writer used a Single Subject Researh (SSR). Tawny and

Gast (1984) state that SSR is an integral part of the behavior-analytic tradition.

The term refers to a research strategy developed to document changes in the

behavior of the individual subject.

Through this research design, the researcher intended to determine the

influence of the treatment (intervention) given to individuals repeatedly in a

certain time. The model of research design was A-B-A, which had three phases;

using two control conditions (Baseline) before and after the intervention.

Controlling the intervention condition twice further enhanced confidence in a

causal relationship between the intervention and behavior change. In this design

there were three stages which consist of; Baseline-1 (A-1), intervention (B),

Baseline-2 (A-2), with the following pattern:

A-B-A Design

P

er

ce

n

tage

of

s

cor

e A-1 B A-2

X X X X X X X X

○

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Session

Figure 3.1 A-B-A Design

Baseline-1(A1) is a target behavior observation session of subject research

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naturally and continuously, until it gets a stable condition which becomes the

basis for the next calculating. The stable condition is characterized by the number

of observation points, located between the ranges above and below the range of

the percentage of 85% -90%. The research subject in this session was treated

naturally and continuously, until they reached a stable condition that became the

basis for calculating the next.

Baseline-2(B) is an intervention activity undertaken after finding a stable

and consistent numerical value at Baseline-1 (A-1). Intervention was conducted

through teaching learning sessions where the subjects are treated through the use

of pictures repeatedly, in order to see the appearance of the target behavior that

occurs during treatment given.

Baseline-2 (A-2) is the condition of the subject after intervention. The research subjects were treated naturally and repeatedly. It means that the subjects

were not given the intervention with the use of pictures. This session was intended

as a control for allowing intervention sessions to deduce the existence of a

functional relationship between the independent variables and the dependent

variable.

3.3 Research Site

This study was undertaken at a SMPLB Sungailiat It is located in Bangka

Regency, the province of Bangka Belitung Province. The reasons for choosing

this school were; first, English is taught in this school. Second, the convenience

and the accessibility of the researcher to carry out the research. This was to follow

Alwasilah (2011) who suggests that convenience factor should be taken into

consideration to support the researcher in conducting the research. The third, The

written permission from the principal of the SMPLB Sungailiat to conduct the

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3.4 Participants of the Research

The participants of this study were two students with mild intellectual

disability, AL and APN. The English teacher and the headmaster recommended

the two students for participation in the study based on the characteristic of the

researcher wanted, which was students with mild intellectual disability. The

second grade students were chosen in this study with the assumption that they had

already learned more English compared to the first grade students. In this study

the third grade was not involved due to their final examination preparation. In

sum, there were two second grade students and the researcher involved as the

participants of the study. To preserve the confidentiality of the subjet, the name

has been disguised under a pseudonym.

Table 3.1. The Student characteristics

Characteristic AL APN

Age 16 16

Gender Male Male

Diagnosis Mental Devective Mental Devective

with low vision

and phisical

disability

IQ/instrument 60 59

Furthermore, agreements with the two students who were willing to participate in

this experiment were verbally obtained. Verbal permission was also asked of the

students who participated before they were asked about the targeted words. (see

Figure 2.1)

3.5 The Research Variables

A variable is defined as an attribute of a person or an object which varies

from one person to person or from object to object as it is stated by Hatch and

Farhady (1982:12). However, in order to assess the influence of a treatment

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According to Hatch and Farhady (1982:15), the independent variable is the

major variable that a researcher hopes to investigate, and the dependent variable is

the variable that the researcher observes and measures to determine the effect or

the independent variable. Also, in the this research, the independent variable was

known as the treatment variable. Thus, the independent variable of this research

was the effectiveness of the use of picture in improving students' vocabularies.

The dependent variable is the variable that the independent variable is

presumed to affect (Fraenkel and Wallen, 2007:43), and the dependent variable in

this study was the students' vocabularies as it was the variable which was

observed and was measured to determine the effect of the independent variable.

3.6 The Research Preparation

In preparing this research, the writer observed the spot of the research,

gaining entry or establishing rapport (Alwasilah, 2011). After that, the preparation

was focused on the teaching material and instruments. Besides, the writer needed

to arrange the time allocation of the research.

First, the term material or often lesson is defined as a unified set of

activities that cover a period of classroom time (Brown, 2001:149). Since this

research engaged with the second grade students of SMPLB Sungailiat, the

classroom time was thirty five minutes. Moreover, for the material, the writer was

adapted to target vocabulary that gained.

Second, to accomplish every event of this research needed to be planned in

a well-organized time schedule. In this case, this research was held for about

one month and ten days from 31st October to 11th December 2014. Related

to the final examination on odd semester 2013, so the schedule was changed. The

writer revised the time. And the research was done after the students followed the

examination.

Table 3.2 Time Schedule of the Research

No. Day Date Time Activities Description

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No. Day Date Time Activities Description

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3.7 Techniques of Collecting Data

To meet the purpose of the research, this study employed two techniques

of collecting data namely tests and observations. Each of the techniques will be

described below and the division of gathering the instruments is shown in Table

3.2.

3.7.1 Classroom Observation

The first instrument was classroom observation, where seventeen

classroom observations were conducted before and during the research. To gain

first-hand experience of the activity, the observation was done to get direct and

actual information about students’ activity in learning vocabulary. As Silverman

(2001) said, the observation is aimed to get to know firsthand information about

social processes in a naturally occurring context. As a participant observer in this

study, the researcher acted as an observer and presented at the scene of action,

interacted and participated in the activity.

Moreover, when the observations were taking place, the whole activities of

the instructional practices were recorded using a video-tape recorder, as Richard

(1990) emphasizes that the use of audio or video recording of lessons also

provides a more reliable record of what actually happened in the classroom. During the observations, while “the memory of the observation was still fresh” (van Lier, 1988:241) the researcher wrote observation notes immediately after

each session. The notes were made to record the information about when and how

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3.7.2 Tests

The test was used in this study was to identify students’ vocabulary achievement. The data of this study is students’ scores. They were assessed and scored on selected indicators in a theoretical framework.

3.7.2.1 Try out of test

A good test must be valid, and practicable (Heaton, 1995). Besides,

Arikunto (2006:168) states that a good instrument must be achieved at least two

important requirements, which are valid and reliable. For that reason, in this

research, the writer tries out the instrument to another class in the same grade

from another school (SMPLB Pangkalpinang) the try out test was examined to

find out the instruments was appropriate or not before Baseline-1, intervention, and Baseline -2 was administered. Moreover, the writer first consulted the

instrument to be supervised by expert judgements before the instrument was tested

to the students. This try out test was conducted in one meeting of 35 minutes

instruction, and this test involved four students who have the same characteristics.

In this research, the students were asked to answer the test given. After twice tests

obtained, the original scores were analyzed using Pearson Product Moment.

3.7.2.2 The Reliability Test

The test was tried out before it was determined as the fixed instrument in

this study. It was tested in the class, not included, as the sample students. The

purpose of trying out of the test in this design was to find out the reliability and

difficulty level of the instrument. As Johnson and Christensen (2008:143) states

that the test reliability refers to the consistency or stability of the test scores. A test

will have high reliability if it gives a consistent result. The consistency of an

instrument is to minimize the influence of the scoring chance or other variables

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3.7.2.3 The Validity Test

A good test should have, at least, three characteristics; namely validity,

reliability and practicality (see Harries,1979; Heaton,1988; Sudjana,2006).

Validity test aimed to find the correspondence between the objective measurement

gauges, or search for correspondence between measurements with what is to be

measured, so that the learning result of the test can be said to be valid when the

tests actually measure the learning outcome. Instruments which were used were

validated by the expert or teachers who are competent in the field. The experts

were asked their opinions about the instrument that had been developed. The

experts made a decision: whether the instrument could be used without any

improvement, need improvement or possibly overhauled. Data obtained through

expert judgment were calculated using the formula:

_∑

∑

Note :

∑ = amount of match

∑ = amount expert-judgement

P = percentage

Thus, the data instrument used was expected to be able to measure the ability of students with mild intellectual disability’s vocabulary.

Table 3.3 Data Collecting Techniques Collected Based on Research Questions

Research Questions

Data Collecting

Technique 1

Data Collecting

Technique 2

1. Does the use of pictures increase the

rate of acquisition of vocabulary by

students with mild intellectual

disability ?

Observation

Video Records

Students’

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2. What are the students’ responses

towards the implementation of the use

of pictures?

Observation

Video Records

3.8 Data Analysis

Data analysis in this study was conducted over the course of the study.

Ongoing data analysis and interpretation were done on the data from document

analysis including observations and test. Each steps of analysis of the two sources

of data was given in the following section.

3.8.1 Classroom Observation

Data from the observations were analyzed descriptively. This is to follow

Cresswell (1994) who says that data that emerge should be reported in words (primarily the participants’ word). The data analysis process was commenced by making a verbatim transcription of classroom interactions. Then, the transcription

was read repeatedly. During the reading process, the researcher employed coding

activity by matching the data with the research questions. This coding process was

aimed at fracturing the data and rearranging them into categories that facilitate the

comparison of data within and between these categories (Maxwell 1996:78)

3.8.2 Tests

After conducting the research, the writer obtained the score test

related to the teaching vocabulary to Students with intellectual disability. The data

were analyzed using descriptive statistics to obtain a clear picture of the results of

interventions to increase the understanding of the English language vocabulary for

students with mild intellectual disability after a given intervention within a

specific period by using pictures and were presented in graphical form.

In the Baseline A-1 the students were given a test for four times until the

data score in this phase stabilize, during this phase the target behavior (the

students) has not given any intervention. Introduce intervention (B), the student

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is any functional relation between independent and dependent variable, the next

step was by giving test again to withdraw the intervention and return to Baseline

conditions A-2, without giving any intervention. The score test in the A-1, B, and

A-2 are raw score, and not analysed yet.

The data obtained are the mean score of student with the intellectual

disability vocabulary test. The data analysis used in this study is analysis of

changes within condition which is concerned primarily with the stability of the

data and analysis of changes between condition which is a stable data path should

be present in the condition immediately preceding the condition being analyzed.

The criterion/ component used to analyse the number of data points plotted

within a condition are condition length, trend direction of slope, level stability,

level change within a condition, data path within the trend, change one variable at

a time, percentage overlap.

The use of this analysis was expected to see a clear picture of the

implementation of the experiment before subjects received treatment at Baseline

conditions and after obtaining intervention efforts over time.

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3.9 Concluding Remark

This chapter has outlined the research methodology and design applied in

this study. It has discussed how this study was conducted. The research design,

research site and participants techniques of collecting data and data analysis have

been discussed clearly. The next chapter will discuss the result and finding of the

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