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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
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 teaching-
learning 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…… ................................................................................... i
LOGO ............................................................................................................. ii
PAGE OF APPROVAL ................................................................................ iii
MOTTO .......................................................................................................... iv
DEDICATION ............................................................................................... v
AKNOWLEDGEMENT ............................................................................... vi
ABSTRACT ................................................................................................... vii
ABSTRAKSI .................................................................................................. viii
TABLE OF CONTENT ................................................................................ ix
LIST OF APPENDIX .................................................................................... x
LIST OF TABLES ........................................................................................ xi
CHAPTER I INTRODUCTION
1.1 Background of the study ........................................................................... 1
1.2 Statement of the problem ......................................................................... 4
1.3 Objective the Research ............................................................................. 5
1.4 Significance of the Research .................................................................... 5
1.5 Scope of the Research .............................................................................. 6
1.6 Operational Definition ............................................................................. 6
CHAPTER II REVIEW TO RELATED LITERATURE
2.1 Exceptional Children ................................................................................. 7
2.2 Mental Retardation .................................................................................... 12
2.2.1 The Cause of Mental Retardation ................................................... 12
2.2.2 Types of Mental Retardation ........................................................... 13
2.3 Teaching English in SMPLB .................................................................... 15
2.3.1 Teaching English in SMPLB NegeriJepara ..................................... 15
2.3.2 The Purpose of Teaching English in SMPLB NegeriJepara ............ 17
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2.3.3 The Curriculum of Teaching English ............................................. 19
2.3.4 The Material of Teaching English in SMPLB NegeriJepara ........... 22
2.4 English Vocabulary ................................................................................... 23
2.4.1 The Definition of Vocabulary ......................................................... 23
2.4.2 The Types of Vocabulary Mastery .................................................. 24
2.4.3 The Purpose of Vocabulary Mastery .............................................. 25
2.4.4 The Method of Teaching Vocabulary for the Seventh Grade of
SMPLB Negeri Jepara ..................................................................... 26
2.4.5 Method of Teaching English Vocabulary .............................................. 28
2.4.6 System Evaluation .......................................................................... 28
2.5 Teacher Activities from the Teaching Learning Process .......................... 29
2.6 Review of Previous Research .................................................................... 29
2.7 Theoretical Framework ............................................................................. 30
CHAPTER III METHOD OF THE RESEARCH
3.1 Research design ......................................................................................... 32
3.2 Data and Data source ................................................................................ 33
3.3 Data Collection .......................................................................................... 33
3.4 Data analysis ............................................................................................. 34
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 ................................................................................................. 52
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 ................................................................................................ 53
CHAPTERVI CONCLUSION AND SUGGESTION
6.1 Conclusion ................................................................................................ 57
6.2 Suggestion .................................................................................................. 58
BIBLIOGRAPHY ......................................................................................... 60
APPENDICCES ............................................................................................. 62
SURAT IJIN PENELITIAN ......................................................................... 73
SURAT PERNYATAAN ............................................................................... 74
CURRICULUM VITAE ................................................................................ 75
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LIST OF TABLES
Tables Page
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 page
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