THE EFFECT of USING FLASHCARD in TEACHING ENGLISH VOCABULARY for DYSLEXIC STUDENTS (A Pre-Experimental Study at the 4Th Grade Students of SD Pantara South Jakarta)

THE EFFECT OF USING FLASHCARD IN TEACHING ENGLISH VOCABULARY FOR DYSLEXIC STUDENTS (A Pre-experimental Study at the 4th Grade Students of SD Pantara South Jakarta)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of S.Pd. (Strata-1) in English Education

FITRIANITA PUGAR RISMANTI 1112014000021

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2017

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ABSTRACT

Fitrianita Pugar Rismanti 1112014000021. “The Effect of Using Flashcard in Teaching English Vocabulary For Dyslexic Students (A Pre-Experimental Study at the Fourth Grade Students of SD Pantara South Jakarta)”. „Skripsi‟ Department of English Education, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta 2017. Keywords: Dyslexia, Flash Card, Vocabulary, Specific Learning Difficulties. This research used flash card as media in learning vocabulary for dyslexic students. Dyslexia is a specific learning difficulties which caused the students weak in literacy aspects. The use of flash card is believed can make dyslexic students attracted in learning English vocabulary and the teaching and learning activity done maximally, so that the vocabulary mastery can be increased. The aim of this research is to know whether or not the use of flash card can give a positive effect in teaching English vocabulary for dyslexic students. This research used pre-experimental design. The participants of this research are 11 students of grade four (only one class) of SD Pantara South Jakarta.

The result of data analysis using t-test showed that to is 6.11 with the degree of freedom is 20 and with the ttable in the significance degree 0.05/t0.975 (t1/2ɑ) is 2.086. it means that to has bigger value than ttable.. As a result, the null hypothesis (Ho) is rejected and the alternative (Ha) hypothesis is accepted which means that, there is positive effect in teaching and learning vocabulary for dyslexic students at the grade four of SD Panatara South Jakarta by using flash card.

ABSTRAK

Fitrianita Pugar Rismanti 1112014000021. “Using Flashcard To Teach English Vocabulary For Dyslexic Students (A Pre-Experimental Study at The Grade 4 of SD Pantara South Jakarta)”. Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017. Keywords: Dyslexia, Flash Card, Vocabulary, Specific Learning Difficulties. Penelitian ini menggunakan flash card sebagai media pembelajaran kosakata (vocabulary) bagi siswa disleksia. Disleksia merupakan kesulitan belajar spesifik yang membuat penderitanya kesulitan dalam aspek literasi. Penggunaan Flash Card diyakini dapat membuat siswa disleksia tertarik dalam belajar kosakata bahasa Inggris dan pembelajaran menjadi maksimal sehingga kemampuan kosakata bahasa Inggrisnya dapat meningkat. Tujuan penelitian ini adalah untuk mengetahui apakah apakah penggunaan flash card dapat memberikan dampak positif bagi pembelajaran kosakata bahasa Inggris untuk siswa disleksia ataukah tidak. Penelitian ini menggunakan metode pra- eksperimen. Populasi penelitian ini adalah 11 siswa dari kelas 4 ( hanya satu kelas) SD Pantara Jakarta Selatan (Sekolah khusus siswa kesulitan belajar). Hasil analisis data menggunaka uji-t menunjukkan bahwa nilai t-hitung sebesar 6.11 dengan derajat kebebasan 20 dan dengan t-tabel pada taraf signifikan

0.05/t0.975 (t1/2ɑ) sebesar 2.086. Itu artinya, t-hitung lebih besar daripada t-tabel. Dengan demikian hipotesis nol ditolak dan hipotesis alternatif diterima yang berarti ada pengaruh positif dalam pembelajaran kosakata bahasa Inggris bagi siswa disleksia di kelas 4 SD Pantara Jakarta Selatan dengan menggunakan flash card.

ACKNOWLEDGEMENT بِسْمِ اللَّهِ الرَّحْمَنِ الرَّحِيم 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

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.

Jakarta, June 2017

Fitranita Pugar Rismanti

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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

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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

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

LIST OF FIGURE

Figure 4.1 The Percentage Diagram of Pre-test Data Distribution...... 42 Figure 4.2 The Percentage Diagram of Post-test Data Distribution ...... 42 Figure 4.3 The Comparison Diagram of Pre-test and Post-test average score. ... 43

LIST OF APPENDICES

Appendix 1 English Subject SK –KD of Fourth Grade Elementary School .... 57 Appendix 2 The Research Lesson Planning/RPP ...... 62 Appendix 3 Research Vocabulary List (Pre-test, Post-test answer key) ...... 66 Appendix 4 Flashcard ...... 67 Appendix 5 Interview Transcript ...... 80 Appendix 6 Tabel Distribusi Distribusi Pada Distribusi Probabilitas Student 84 Appendix 7 Lembar Pengesahan Proposal Skripsi ...... 87 Appendix 8 Surat Bimbingan Skripsi ...... 88 Appendix 9 Surat Izin Penelitian ...... 89 Appendix 10 Surat Permohonan Kesediaan Menjadi Responden ...... 90 Appendix 11 Lembar Pernyataan Kesediaan Menjadi Responden ...... 91 Appendix 12 Surat Keterangan Telah Melaksanakan Penelitian...... 92 Appendix 13 Reference Endorsment Sheet...... 93

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CHAPTER I INTRODUCTION

A. Background of the Study Language is a key of communication. All aspects in this life connect with language. As humankind, people interact each other to fulfill their need by using a language, whether it is verbal, nonverbal or written language. Many kinds of languages are used by people in this world such as; native language, second language, and foreign language (In Indonesia, native language used is bahasa Indonesia).

The language used to communicate globally and internationally is English. As the international language, most of the world connects with English in the global area for many activities (especially in teaching and learning activities). In discussing about English, there are some language components (beside language skills) which have to be mastered by English learners. They are grammar, pronunciation and vocabulary.

Although English is a foreign language used in Indonesia, English is taught in some educational levels from kindergarten until college. As the subject taught, four language skills and language components in English are trained to be comprehended by the learners maximally. Nowadays, the educational curriculum which is used (K13) enable English to be a main subject started at Junior High School. However, at elementary school (SD), English is only taught as additional lesson (muatan lokal/mulok). The material being taught more emphasized on how to understand and know vocabulary as a language component. So, they can recognize English as international language.

As international and foreign language, teaching English is so challenging. Not all of Indonesian students used English as their daily communication. They just learn English at school or at course place. So, good education is needed to be existed for English. In relation with that, in

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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.

However, in some conditions, students have to take extra effort in mastering English materials and English skills. Moreover, they need appropriate approaches, methods, technique and media in learning English. It is because, each student has different character. That is why, they cannot be in the same condition in adsorbing the materials, so, the treatment given might be different.

Furthermore in learning English, the problem of learning difficulties might happen to students in their age of learning (especially elementary school students). Nowadays, it is not impossible when teachers meet some students who have difficulties in learning from the simplest to the specific. It is possible for students to be affected by some specific learning difficulties. There are some types included in the terms of specific learning difficulties such as Dysgraphia, Dyslexia, Dyscalculia, Dyspraxia and Attention Deficit Hyperactivity Disorder (ADHD).

Specifically, the specific learning difficulties that will be discussed in this research is about dyslexia. Dyslexia might cause some problems in the teaching and learning activity. The problems that might indicate dyslexic students in the teaching and learning activity are: dyslexic students are weak in mastering literacy aspects, the Dyslexic students are difficult in recognizing words especially in English, the Dyslexic students are difficult in writing and reading English vocabulary, the Dyslexic Students are difficult in having appropriate learning methods/approach for them to enhance their learning capability especially in English vocabulary learning, English teachers have some difficulties and problems when they teach dyslexic students, English teachers often teach the dyslexic students with the same

methods and media as they use for teaching regular students and lack knowledge about media to teach vocabulary for dyslexic students.

In addition, specifically this research is conducted see that dyslexic students are difficult in getting appropriate media in teaching and learning activity that make them difficult in gaining the material. So, in this research, the writer uses a particular media that will be used for dyslexic students in learning and mastering English vocabulary appropriate with their learning material. The media will be used to teach vocabulary for dyslexic students in this research is flashcard. Flashcard is a media used to teach and learn vocabulary which consists of picture and words appropriate with the picture. Usually, it is used for primary school students to enrich their vocabulary mastery. By using vocabulary flashcard, students will enjoy their activity in gaining the learning materials and their visual aspect in learning will be helped to be enhanced.

By the explanation above, in this study, the writer is attracted to conduct a research related to the teaching and learning activity for dyslexic students in English lesson. So, by looking those reasons, the writer wants to conduct a research by the title “The Effect of Using Flashcard in Teaching English Vocabulary for Dyslexic Students (A Pre-Experimental Study at the 4th Grade Students of SD Pantara South Jakarta)”. Hopefully, this research will give a positive effect upon teaching English for dyslexic students.

B. Identification of the Problem Related to the background of the research, the problems indicated in this research are as follows:

1. Dyslexic students find difficulties in reading, writing and spelling.1

1 Meehan, Margaret , Dyslexia and Specific Learning Difficulties, (Swansea, University of Wales Swansea, 2007) p.3

2. Dyslexic students find difficulties in recognizing words especially in English 3. Dyslexic students find difficulties in writing and reading English vocabulary 4. Dyslexic Students find difficulties in having appropriate learning methods/approach for them to enhance their learning capability especially in English vocabulary learning. 5. English teachers have some difficulties and problems when they teach dyslexic students 6. English teachers often teach the dyslexic students with the same methods and media as they use for teaching regular students and lack knowledge about media to teach vocabulary for dyslexic students.

C. Limitation of the Study The discussion of teaching English for dyslexic students is too broad and complex. That is why, the problems of the research have to be limited. This study is only limited on the effect of using flashcard in teaching English vocabulary for dyslexic students at the fourth grade students of SD Pantara South Jakarta.

D. Formulation of the Study Based on the statements above, the study can be formulated as follows: “Is there any effect of using flashcard in teaching English vocabulary for dyslexic students at the fourth grade of SD Pantara South Jakarta?”

E. The Objective of the Research Based on the problem that was mentioned above, this research is aimed to see the effect of using flashcard in teaching English vocabulary for dyslexic students at the fourth grade of SD Pantara South Jakarta.

F. The Significance of the Study

The activities related to this research are expected to have positive impacts for teachers, students and other researchers.

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.

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.

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

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

4Taffy 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

2) Passive vocabulary can be defined as words that the student recognizes and understands when they occur in a context, but which he cannot produce correctly himself. 7 Also, Jo Ann and Aebersold classifies the vocabulary into two kinds, active and passive vocabulary as follows 3) Productive vocabulary or people may call it as active vocabulary, is the vocabulary items that people actually use in speaking and writing. 4) Receptive vocabulary or people may call it passive vocabulary is the vocabulary that people recognize it but do not use in speaking and writing. It is commonly used in listening and reading. 8

2. Teaching and Learning Vocabulary As one of the language component which has important role, vocabulary might be learned by language learners. Vocabulary learning is central to language acquisition, whether the language is first, second, or foreign. Although vocabulary has not always been recognized as a priority in language teaching, interest in its role in second language learning has grown rapidly in recent years and specialists now emphasize the need for a systematic principled approach to vocabulary by both teacher and learner9 Teaching vocabulary development involves more than teaching the definition of technical or unfamiliar words in texts. Many encounters with a word in meaningful contexts are needed for students to acquire it. It also requires understanding how the words are learned in non- instructional contexts through conversation and reading. Researchers

7 John Haycraft, An Introduction to English language Teaching, (London, Longman Group Limited, 1978) p.44 8 Aebersold, op. cit., p. 139 9Celce-Murcia, Marianne, Teaching English as A Second or Foreign Language, Third Edition ( USA, Thomson Learning: 2001), p.285

claim students do not learn much from looking up words in a dictionary and memorizing definitions When teaching vocabulary special attention must be given not only to single words but also to polywords (example: by the way); collocations, or word partnerships (example: community service); institutionalized utterances and idioms.10 Furthermore, the vocabulary teaching and learning must be done effectively. Therefore, if the vocabulary learning cannot be done effectively, it can cause some bad symptoms. Related to Wallace, some symptoms of bad vocabulary learning are as follows:

a) Inability to retrieve vocabulary that has been taught b) Use of vocabulary inappropriate to the given situation c) Use of vocabulary at the wrong level of formality d) Possessing wrong kind of vocabulary for one‟s needs e) Using vocabulary in an unidiomatic way f) Using vocabulary in a meaningless way g) Incorrect use of a dictionary h) Use of incorrect grammatical form, spelling, pronunciation, or stress11 Discussions of vocabulary learning are often divided between intentional learning and incidental learning. Intentional learning is defined as being designed, planed for or intended by teacher or student. Incidental learning defined as the type of learning that is byproduct of doing or learning something else.12 However, another opinion stated that vocabulary learning can be divided into direct and indirect vocabulary learning. The explanation are as follows:

10 Multicultural and Esol Program, op. cit., p.26 11 Micahel Wallace, Teaching Vocabulary, (Great Britain, Heinemann Educational Books Ltd: 1982) pp. 9-13 12Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education. (UK, Cambridge University Press: 1995), p. 368

In direct vocabulary learning, the learners do exercises and activities that focus their attention on vocabulary. In indirect vocabulary learning, the learners‟ attention is focused on some other feature, usually the message that is conveyed by a speaker or writer.13 Furthermore, Hatch stated, there are five essential steps in vocabulary teaching and learning. The steps are as follows: a) Encountering new words The first is encountering new words that is having a source of words. b) Getting the word form The second step essential to vocabulary learning appears to be getting of a clear image – visual or auditory or both. c) Getting the word meaning This step includes some strategies as “asking native English speakers what words mean”, “asking people who speak native language the meanings of new words”, “making pictures of word meaning in minds”, and “explaining the meaning and asking someone to tell me the English word.” d) Consolidating word form and meaning in memory Many kinds of vocabulary learning, drills such as flashcards, matching exercises, crosswords puzzles, etc., strengthen the form of meaning connection. e) Using the words Possibly, the use of a word tests the learner‟s understanding of the word, learners feel more confident about their word knowledge once they have used a word without undesired consequences.14 In addition, vocabulary teaching can fit into a language learning course in any of four ways. The four ways are as follows:

13 Nation, I.S.P, Teaching and Learning Vocabulary (Boston, Heinle & Heinle Publisher: 1990) p.2 14 Hatch, op. cit., pp.373 - 390

a) Materials is prepared with vocabulary learning as a consideration. b) Words are dealt with as they happen to occur. c) Vocabulary is taught in connection with other language activities. d) Time is spent either in the class or out of school on the study of vocabulary without an immediate connection with some other language activity.15 Some techniques that can be used in teaching vocabulary as stated by Allen, are as follows: a) Guessing games in which members of the class are identified by location and by clothing b) Actions that are performed in response to command c) Drawing of pictures by students to match English descriptions d) Discussions of pictures drawn by members of the class16 Also, in teaching vocabulary, the teachers have to communicate the meaning of a word. Moreover, when the teachers‟ learners are foreign language or second language speakers, they have to connect the relation of a word into their custom language. The meaning of words can be communicated or taught in many different ways such as follows: By demonstrating a picture: a) Using an object b) Using a cut-cut figure c) Using gesture d) Performing an action e) Photographs f) Blackboards drawings or diagram g) Pictures from books By verbal explanation a) Analytical definition

15 Hatch, op. cit., pp.3-4 16 Virginia French Allen, Techniques in Teaching Vocabulary, (New York, Oxford University Press: 1980), p.30

b) Putting the new word in a defining context c) Translating into another language17

a. Teaching vocabulary in class Some ways in teaching vocabulary in a class are as follows 1) Focusing on vocabulary Giving vocabulary is a high profile in the syllabus and the classroom so that students can see its importance and understand that learning a language is not just about learning grammar18 2) Repeating and recycling Learning vocabulary is largely about remembering, and students generally need to see, say, and write newly learned words many times before they can be said to have learned them. 3) Providing opportunities to organize vocabulary Organizing vocabulary in meaningful ways makes it easier to learn. There are three broad headings in organizing vocabulary which are: real-world groups, language-based groups, and personalized groups, and examples of which are given below. a) Real-world groups occur in the real world b) Language-based groups draw on linguistic criteria as ways of grouping c) Personalized groups use students‟ own preferences and experiences as the basis for the groups19

b. Methods Used in Teaching English Vocabulary In teaching English Vocabulary, there are two methods which can be used as follows: 1) The grammar-translation method of foreign language teaching is one of the most traditional methods, dating back to the late

17 Nation, I.S.P, op. cit., p.51 18Jeanne McCarten, Teaching Vocabulary (USA, Cambridge University Press: 2007) p.20 19 Ibid., pp.21-22

nineteenth and early twentieth centuries. The principal characteristic of the grammar-translation method is a focus on learning the grammar rules and their application in translating texts from one language into the other.20 2) Communicative Approach. The first concern of communicative approach is language acquisition rather than conscious learning. According to Krashen, “acquisition is a natural process, similar to the way children develop ability in their first language.21

c. Important factors in language learning process There are some important factors in language learning process as follows: 1) motivation 2) data (samples of the language, plus - maybe - information about the language) 3) opportunities to experiment with the data 4) feedback22

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

when used to illustrate the meaning of a particular expression.23 pictures contribute to: a) Interest and motivation; b) A sense of the context of a language; c) A specific reference point or stimulus.24 One of the kinds of picture media used in teaching vocabulary is flash card. Flashcards are easy to use and founds media to help teaching and learning process especially in English vocabulary.. Flash card drills provide students with a means to memorize key information. Information that can be acquired through flash card drills is varied and may include math facts, sight words, state capitols, foreign language vocabulary, and so on. Because of the broad potential utility of flash card instruction, teachers can benefit from knowing research-based guide- lines for obtaining the optimal effectiveness of this strategy.25 With flashcard, learners visual sense can be helped, so, the information given can be adsorbed maximally because flashcards usually show pictures which are attracted for the learners. Flashcards exercise the mental process of active recall : given a prompt (the question), one produces the answer. Beyond the content of cards, which are collected in decks , there is the question of use – how does one use the cards, in particular, how frequently does one review (more finely, how does one schedule review) and how does one react to errors, either complete failures to recall or mistakes? Various systems have been developed, with the main principle being spaced repetition –

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

increasing the review interval whenever a card is recalled correctly and recalling the important information of the subject of study.26 Flashcards can be used for consolidating vocabulary, practicing structure and word order, or for a variety of the games. They are simple and effective, but they also requires careful thought and preparation in advance27

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)

format. Flashcards are widely used as a learning drill to aid memorization by way of spaced repetition.30 4) Flashcards are sets of cards with a word or phrase on one side and its meaning usually in translation on the other.31 5) Flashcards are cards with single pictures which can be held up by the teacher.32 6) Flashcards are the cards on which words and/or pictures are printed or drawn. They should be big enough to be seen clearly by every student in the class. The flashcards is easy to make either as drawing (manually or printed) or with cut out from pictures or magazine. From the explanation above, it can be concluded that flashcards are set of cards which contained pictures and words (also its‟ explanation or some information based on the picture) about something, to help someone in mastering a vocabulary of a language.

b. Types of Flashcard and How to Make Flashcards Haycraft stated that There are some kinds of flashcards as follows: 1) Word Cards Word cards is number of cards which representing all the words in a sentence. In using this kind of cards, students can be asked to arrange some cards which contain some words into a correct sentence. 2) Picture Cards This kind of cards is used to represent vocabulary in number of pictures. This kind of cards is also used to illustrate the characters in a dialogue, to help students improvise.33

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

3) Combining Word and Picture Cards This kind of cards combined both words and picture in a card. This kind of cards is used to make students easier in memorizing vocabulary by combining visual aids and words so it can help the students‟ improvement in vocabulary mastery.34 Also, as cited from eal.britishcouncil.org There are various different types of flashcard as follows: 1) pictures only 2) pictures with words in first language 3) pictures with words in English on front of the same card 4) pictures with the English word on the back of the card 5) Picture-only cards with separate word-only cards.35 Flashcards can be made very easily using PowerPoint. It is to use a separate slide for each card and then print them out as two-to- a-page or six-to-a-page handouts, depending on the size of card required. They can be printed on card, or paper if teachers are going to laminate them, and then cut to form flashcards. Using PowerPoint creates a more professional simple and easy works as all the cards will be exactly the same size, and the images are more stable than they will be in a Word document.36

c. Some Benefits in Using Flashcards Flashcards as visual aids can play many roles in the teaching and learning process, as follows: 1) To supply concrete reference for the idea 2) To make abstract idea become concrete

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)

3) To motivate the learners 4) To direct the attention 5) To repeat information in different formats 6) To remind the previous learning 7) To reduce learning effort/simplify some information which is difficult to be understood.37

d. Some Ways in Using Flashcard As cited from britishcouncil.org, there are some ways in using flashcards, as follows: 1) Pairs It is to use a set of image and word cards to play pairs (also known as Pelmanism). Teachers might ask the learners to do a simple matching activity before you play, to consolidate understanding. 2) Sorting activities Learners sort the cards into categories/groups and explain their choices, their reasoning and the connections between the items. The items could sort into groups, a table, Venn diagram, or flow diagram for example. 3) Bingo It is to choose a grid size e.g. 3x3, 3x4, 4x4 and fill the grid with picture cards, word cards or a mixture. Teachers could let the learners choose, or choose the cards for them. They put the remaining cards in a bag or pile and you or a learner selects in turn. The winner is the first player to complete a line/the whole grid. Teachers might ask the learners to do a simple matching activity before playing, to consolidate understanding. It is a good idea to model a relevant structure teachers would like the learners to say

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

correctly in order to be allowed to put a card in the grid, e.g. „It‟s a river ‟ / „ They‟re cliffs‟, or „I like …‟ / „I don‟t like …‟ 4) Connect 4 Connect 4 is a bit like Bingo, but for two players, played on one board of 8x8. Players have a set of cards each, of different colours, and have to make a line of four. 5) Snap With cards in two piles, players take it in turns to turn over a card. If the cards match, the player who shouts „snap‟ (or the word/phrase you are trying to practise) first keeps the cards in the pile. 5) Odd one out It is to sort the cards into groups, with one „odd one out‟. Groups identify the „odd ones out‟ and explain their reasoning.38

4. The Nature of Dyslexia In teaching and learning activity, teachers might meet specific learning difficulties faced by students in learning school subject. It is also faced by students in learning English lesson, especially for students who use English as a foreign language. One of the specific learning difficulties faced by students is dyslexia. Dyslexia is a learning difficulty that can affect someone‟s literacy aspect, so the impact is they can feel difficult to learn language especially English. Dyslexia can affect pupils or students in their learning ages. Related to specialist doctor of children, Dr. Anjana Thadhani, dyslexia is a nerve development disturbance which is appeared since a pupil was born. At least, dyslexia is suffered by 10% pupils in their school age whether boys or girls can be suffered by

38 https://eal.britishcouncil.org/teachers/great-ideas-flashcards (accessed on May, 16th 2017 13.00)

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 other cognitive abilities. 41 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 30th, 2016, translated into English) 40Indah 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

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

44Elke 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

significantly below what is expected given his/her intelligence and educational experiences. 47 So, generally it can be concluded that dyslexia is a Specific Learning difficulties or learning disorder that affects someone‟s literacy (language) aspects and skills. Dyslexic people might difficult in reading, writing, spelling, speaking fluently and recognizing letters or words. So, in this case, dyslexic students might have to get an extra attention and support to maximize the learning activity which they are attended.

b. Identifying Dyslexic People or Students To know whether someone is affected by dyslexia or not, a teacher can identify from identification checklist below that represent the weakness and strength owned by a dyslexic students. Angela Fawcet stated Early identification checklist and Children checklist. The cheklist can be showed below. 1) Early Identification Checklist Weaknesses a) Is there a family history of learning difficulties? b) Did the child have delayed speech, a lisp or is the speech unclear? c) Does the child have problems getting dressed, putting shoes on the correct feet, doing up buttons, laces, etc.? d) Does the child enjoy hearing stories but shows no interest in the written word? e) Do people continually say the child is lazy and not paying attention? f) Does the child have problems with games:

47 Pierre SD, Dyslexia Handbook for Teachers and Parents in South Dakota (South Dakota Department of Education: March 2009) , p.3

1) tripping 4) catching a ball 2) bumping 5) skipping 3) falling over 6) hopping g) Can he clap a rhythm back? h) Does he often accidentally say blue is green, red is yellow, etc.? i) Does he often have to search for words and often mislabel them? j) Does he confuse under/over, up/down? k) Can he select the odd word out, i.e. cat, mat, pig, fat? l) Can he put things in sequence: 1) nursery rhymes 3) alphabet 2) numbers up to ten 4) days of the week 5) using coloured beads, thread green, red, blue, white correctly? Can he put things in sequence: m) Does he grip pencils and pens too tightly? Strength a) Is he quick thinking and does he have a lot of original thought? b) Is he good at creativity, art/colour? c) Does he have an aptitude for construction games like building blocks, or remote control and keyboards? d) Does he appear bright but unable to do simple things?

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?

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?

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.

d. The Characteristic of Dyslexia There are some characteristics owned by a dyslexic students 1) Hearing The ear represents the auditory aspects. These can be important in relation to developing phonological awareness. Phonological awareness is seen as being a crucial factor in dyslexia – that is, differentiating between sounds, especially sounds that are similar,

48 Maria Chivers, Dyslexia and Alternative Therapies (UK, Jesica Kingsley Publisher: 2006), pp.20 - 23

remembering these sounds and identifying them in words. These aspects can present difficulties for dyslexic children. 2) Sight Some dyslexic children may have some visual disturbance when reading print and this can cause blurring, words merging and omissions of words or lines when reading. Coloured overlays for some children have been successful, as has the use of coloured background for text and the font characteristics and font size. 3) Connections Between the eye and the ear represents the neurological basis for dyslexia and the importance of neurological connections. These connections help with the integration of different skills such as visual/motor integration, as in copying, and auditory/kinaesthetic integration, as in listening and carrying out instructions.There is considerable research evidence that highlights the neurological basis of dyslexia and in particular the connecting pathways of the left and right hemispheres as well as aspects relating to the cerebellum and the magnocellular visual system. These factors affect processing speed as well as visual accuracy and co-ordination. 4) Motor skills The cerebellum in particular has been implicated in this, and a number of dyslexic children will display fine motor and gross motor difficulties that can result in poor handwriting and/or clumsiness. 5) The core difficulties It is related in difficulties associated with dyslexia – reading, spelling and writing. These tasks are usually left hemisphere skills, apart from creative writing, which can be associated with the right hemisphere. The research indicates that dyslexic children have weaknesses in the left hemisphere so therefore tasks involving

phonics, accuracy, sequencing and remembering will be more challenging and often more exhausting for the child with dyslexia. 6) Interaction The teacher and the student highlight the importance of interaction. Quite often children with dyslexia need interaction with the teacher in order to provide the most appropriate cues, structure and to help develop connections with previous learning. This aspect cannot be emphasised strongly enough because if interaction does not take place, for example through teacher/pupil question and answer, then the dyslexic person may fail to grasp the underlying concepts and the information will be less meaningful. This interaction can lead to what is sometimes referred to as metacognition. This involves the student questioning him/herself as to why he/she thinks in a certain way. This type of self-questioning is an aspect of metacognition 7) School ethos The symbol of the school highlights the importance of the school ethos and the learning environment. It is important that the child feels comfortable in the school particularly since for many dyslexic children school represents a place of failure. It is crucial that this view is reversed and a welcoming and positive school environment can help greatly with this. 8) Diet Dyslexic children and indeed all children require a well- balanced diet to learn effectively. Research by Richardson (2002) highlights the importance of essential fatty acids to maximize efficient learning and that many children with dyslexia are deficient in Omega 3 and Omega 6 essential fatty acids. The whole diagram seeks to highlight the breadth of the

areas involved in dyslexia – it is not a narrow syndrome, but one that incorporate many aspects of language and of learning.49 e. Dyslexia and Learning Difficulties Related There are some kinds of learning difficulties that can be suffered by people, especially pupils in their learning ages. Beside Dyslexia, the kinds of learning difficulties (related to dyslexia) those will be discussed are dyscalculia, dysgraphia and dyspraxia. Here is the explanation 1) Dyscalculia The first learning difficulty related to dyslexia is dyscalculia. Dyscalculia is difficulty in counting, and gaining numbers. Widely, dyscalculia can be described as a specific learning difficulty relating to mathematics. Like dyslexia, dyscalculia can be caused by a visual perceptual deficit.50 2) Dysgraphia The second learning difficulty to be discussed is dysgraphia. Dysgraphia is the inability to write properly, despite a student being given adequate time and attention. The cause of this disorder is still unknown but is thought it could be due to a language disorder and/or damage to the motor system.51 3) Dyspraxia Dyspraxia is also called developmental dyspraxia or developmental coordination disorder (DCD). It is not certain what causes dyspraxia but it is thought to be due to an immaturity in neurone development in the brain. Dyspraxia affects approximately

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

10% of the population, some severely. The overwhelming majority are male.52 4) Attention Deficit Disorder (ADD) It is a difficulty in maintaining attention on any task and paying undue attention to external stimuli. 5) Attention Deficit Hyperactivity Disorder (ADHD) It is a difficulty in physically remaining still as well as not being able to keep focused on tasks.53

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.

Research for the Fourth Year Students of MI Duren Bandungan in the Academic Year of 2009 / 2010). This research is aimed to find out whether the flashcard can improve students‟ interest in English subject and whether the flashcard can improve students‟ mastery in English vocabulary or not. This research used Classroom action research as a method in this research. The researcher used pre-test and post-test to see the capability of the students in vocabulary mastery. Then, the researcher also did some cycles in teaching and learning activity. The researcher found the result of t-table show 2,05. Then, it is compared with t-calculation which shows that cycle 1 is 6,256, cycle 2 is 8,712 and cycle 3 is 9,784. Because t-calculation is higher than t-table, so the researcher conclude that there is significant different between pretest and posttest55 The third research is the research which is conducted by Ana Zulaecha, the students of Department of English Education of UIN Syarif Hidayatullah Jakarta by the tittle „Reinforcing Students‟ Vocabulary Mastery Through Picture (A Classroom Action Research In First Grade of SMP Prakarya Anjatan-Indramayu). The aim of this research is to know how the first grade students of SMP Prakarya Anjatan master English vocabulary using pictures and how the implementation in developing students‟ vocabulary mastery. This research used classroom action research. The research used observation, interview and test. The steps of this research are planning, implementing, observing and reflecting. The result of this result is the increasing of students‟ score average in vocabulary with the amount of 35,53%. Most of the students can pass KKM score, 86.95% students in cycle 1 or 26 students can pass KKM with the average score 70.86. In the cycle 2, 100% students or 29 students can pass KKM with the average score is 84.82.56

55Aschurotun 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

The fourth research is research which is conducted by Fajar Kawuryan from Faculty of Psychology, University of Muria Kudus. The tittle of the research is Pengaruh Stimulasi Visual Untuk Meningkatkan Kemampuan Membaca Pada Anak Disleksia. This study aimed to investigate the influence of visual stimulation on the ability of dyslexic children to read in elementary school. The research was conducted in SD 2 and SD 3 rotten Holy Bae District. The sample in this study amounted to 21 dyslexic students from SD 2 and SD 3 rotten Holy Bae Dsitrict . This research uses experimental research by providing treatment to students through visual stimulation using a one group pretest-post-test design. Data shows different coefficient of 3.141 with a p = 0.005 (p <0.05). It is also indicated by the mean difference in both the average post-test data reading skills of elementary students are dyslexic 170.910 higher than pre-test data reading skills of elementary school students are dyslexic of 90.173. These results indicate that there is a significant difference between pre- test and post-test of students' reading ability of dyslexic SD before and after treatment with visual stimulation.57 The fifth research is the research that was conducted by Raras Octaviany from Department of Indonesian Language and Literature Education Syarif Hidayatullah State Islamic University Jakarta. The tittle of the research is “Penerapan Multimedia Berbasis Komputer dalam Pembelajaran Membaca Nyaring pada Anak Disleksia di Lembaga Bimbingan Studia Center”. This research aimed to describe the application of computer-based multimedia which used a presentation program that is microsoft power point 2010 in teaching reading aloud for grade four dyslexic students at the Studia Center institution. This research used descriptive design. The instruments used are power point 2010 slides, informal assessment sheets, observation sheets. From the research, the result described that the application of multimedia-based computer in learning reading aloud at Studia Center institution conducted into three steps. The steps were early step, main step, and last step. From the steps,

57 Fajar Kawuryan, “Pengaruh Stimulasi Visual Untuk Meningkatkan Kemampuan Membaca Pada Anak Disleksiaá” University of Muria Kudus, Kudus, 2012.

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

A. Place and Time of the Research The research is conducted in SD Pantara South Jakarta. The school is located in Tebet Dalam VI No. 39 South Jakarta. This school is one of school which held inclusive education in around Jabodetabek area. Students who study in this school are basically the students who have Learning Difficulties (LD) such as dyslexia, dyscalculia, dyspraxia and dysgraphia. The time in conducting this research was around one month. The research is conducted in January 24th to March 8th 2017. The research was done in five times/meetings for dyslexic students. First meeting was used for pre-test of English vocabulary. The next 3 meetings is used for giving treatment (using flashcard to teach English Vocabulary). Table 3.1 The Research Schedule No Date Activity

Meeting Headmaster and School Counselor 1. January, 24th 2017 to ask permission for the research

First Pre-Research 2. February, 7th 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

B. Method of the Research In this research, the quantitative research is used with pre experimental study design. It is used in order to know the effect of using flashcard to teach English vocabulary for dyslexic students and how effective it is used in teaching English vocabulary for dyslexic students.

C. Population and Sample of the Research Population in this research is all of dyslexic students at SD Pantara South Jakarta. The Sample in this research is dyslexic students of class four of SD Pantara South Jakarta. This research uses purposive sample. Purposive sample is oriented to sample choosing where the population and the purpose those were specific from the research, known by the research from the first.1 It is used in order to take the data from the sample who truly affected in one case (in this case is dyslexic students).

D. Technique in Data Collection The technique in collecting data used in this research is Test and Interview. a. Pre-test and Post-Test a. Pre-test The pre-test is done before the treatment is done to see the capability of dyslexic students at the grade four of SD Pantara south Jakarta in English vocabulary mastery. In this session, the dyslexic students are asked to write 25 vocabularies and its meaning in bahasa Indonesia mentioned by the researcher. The vocabulary are gotten from their material book. The score per item is four and they will have 100 if all of the answers are right. The vocabulary tested are related to the learning material and learning book used by English teacher to teach

1 Nurul Zuriah, Metodologi Penelitian Sosial dan Pendidikan, Teori – Aplikasi (Jakarta, Bumi Aksara: August 2007), p.141 (translated)

his/her class and also related to the dyslexic students’ need to be strengthened. b. Post-test The post-test is done after the treatment is done to see the effect of using flashcard to teach English vocabulary for dyslexic students at the grade four of SD Pantara. In this session, the dyslexic students are also asked to write 25 vocabularies and its meaning in bahasa Indonesia mentioned by the researcher. The vocabularies are from their material book. The score per item is four and they will get 100 if all of the answers are right. The vocabularies tested are related to the learning material and learning book used by English teacher to teach his/her class and also related to the dyslexic students’ need to be strengthened. b. Interview The interview method involves questioning or discussing issues with people. It can be a very useful technique for collecting data which would likely not be accessible using technique such as observation or questionnaires.2 Informant of this research is the teacher who teach English for dyslexic students in English subject at the grade four of SD Pantara South Jakarta. The Interview session will include some aspects 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.

2 Ibid., P.172

E. Technique in Data Analysis The data which were collected from the research are analyzed to have the research result. The data come from pre-test and post-test session and interview session done by the researcher. Here is the explanation: a. Normality Test The normality of the data was checked through SPSS 20. The normality test is needed to find out whether or not the data from the population had been normally distributed. The tests used were Kolmogorov-Smirnov. It can be said that the data distribution is normal if

the significance level is more than 0.05 which means that Ho is accepted

and Ha is rejected. The steps in testing the normality of the data are as follows: 1) open the data file that was already inputted, 2) select Analyze 3) select Descriptive Statistics Explore. 4) Input both of the variables in the Dependent List box. 5) click Plots and choose the Normality plots with test, 6) click Continue and OK. b. Homogeneity Test After testing the normality of the data, the writer test the homogeneity of the data. It was done to know whether the data of the population of research homogeny or not. Homogeneity test is also checked by using SPSS 20. The tests used were Levene’s test. If the index significance is more than 0.05, then the data distribution is homogenous

and Ho is accepted. The steps of the test are as follows: 1) select Analyze 2) compare Means 3) selectone-way ANOVA. 4) input the variable. C 5) click Option and check Homogeneity of variance test, 6) click Continue and OK.

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.

The formulation of T-test as follows: To find t value:

To find D average / D mean

∑ D = = X 1 - X

To find standard deviation of D average / Mean of D

= √

To find standard deviation:

√∑ ( D )

D = the couple of score = X1 – X2

∑ = Cumulative of all D value

t = t value

= Average/mean of D

= mean ( 1 = pre-test average, 2 = post-test average )

3 Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung, PT Revika Adiatma: August 2010), pp.208-209

= 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)

Student’s Frequency Score (x) Gained score Code (f) Pre-Test Post-Test (Post-Test – Pre-Test) 1 1 58.5 84 25.5 2 1 38.5 44 5.5 3 1 65 91.5 26.5 4 1 68 92.5 24.5 5 1 67 82.5 15.5 6 1 30 40 10 7 1 55.5 60.5 5 8 1 60 91 31 9 1 79 96 17 10 1 71.5 88.5 17 11 1 52 87 35 Ʃ 645 857.5 212.5 f = 11 Mean ( x ) 58.64 77.95 19.32

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 addition, it is also shown the table of data distribution of pre-test and post-test to see the students’ score distribution in pre-test and post-test session. The tables can be seen as follows Table 4.2 Data distribution of pre-test Number Class Interval Frequency Percentage 1 30 – 42 2 18.18 2 43 – 55 2 18.18 3 56 – 68 5 45.45 4 69 – 81 2 18.18 Ʃ 11 100

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)

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.

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.

B. Data Analysis 1. Normality Test Analysis Table 4.4 Normality Test of Pre-test Result

One-Sample Kolmogorov-Smirnov Test Pretest N 11 Mean 58.64 Normal Parametersa,b Std. 14.351 Deviation

Absolute .141 Most Extreme Positive .102 Differences Negative -.141 Kolmogorov -Smirnov Z .467 Asymp. Sig. (2-tailed) .981 a. Test distribution is Normal. b. Calculated from data.

Table 4.5

Normality Test of Post-test Result

One-Sample Kolmogorov-Smirnov Test Posttest N 11 Mean 77.95 Normal Parametersa,b Std. 20.098 Deviation Absolute .317 Most Extreme Positive .185 Differences Negative -.317

Kolmogorov-Smirnov Z 1.050

Asymp. Sig. (2-tailed) .220

a. Test distribution is Normal.

b. Calculated from data.

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.

2. Homogeneity Test Analysis Table 4.6 Homogeneity Test Test of Homogeneity of Variances Nilai Pre-Test Post-Test Levene df1 df2 Sig. Statistic 1.762 1 20 .199 From the calculation above, the pre-test and post data is homogenous because the 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

Score (x) Gained score/D Student’s Frequency Post- (Post-Test – Pre- D - D (D - D )2 Code (f) Pre-Test Test Test) 1 1 58.5 84 25.5 6.18 38.21 2 1 38.5 44 5.5 -13.82 190.94 3 1 65 91.5 26.5 7.18 51.58 4 1 68 92.5 24.5 5.18 26.85 5 1 67 82.5 15.5 -3.82 14.58 6 1 30 40 10 -9.32 86.83 7 1 55.5 60.5 5 -14.32 205.01

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

The formulation of T-test is as follows: a. To find D average / D mean

D =

D = X 1 - X /Post Test – Pre Test = 212.5

= = 19.32 b. To find standard deviation:

= = 10.48 c. To find standard deviation of D average / Mean of D =

= = = 3.16 d. To find t value:

= = 6.11

e. Determining degree of freedom ( df )= (n1 + n2) – 2 df = (11+11) -2 df = 22 – 2 df = 20 significance (ɑ) = 0.05

t(1-1/2ɑ) = 1 – 0.05 = 0.975

the t(0.975) value with the df = 20 is 2.086

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

difficult one is the vocabulary which is quite different between oral and written. However, the teacher did not forcing the students in mastering written language at first. But, the teacher just emphasizing the ability of how the students can pronounce the words and how can they understood the words/vocabulary they said. d. The dyslexic students’ interest in learning English vocabulary is quite big because, the teacher held the teaching and learning activity in fun condition. e. In conducting teaching and learning activity, usually, the teacher did a question and answer session continue with the game session and then the students were given a worksheet related to the material. f. Usually, at the beginning of a material being taught, the teacher taught vocabulary first, then after the students recognize and understand the vocabulary, the teacher teach them the written vocabulary. g. The teacher always do enrichment in the teaching and learning activity with recalling previous material taught before learning new material. h. At the last session, the teacher giving the students worksheet to make students do practice of the learning material so the teacher could see the accomplishment of the material. If a students could not done the worksheet maximally, the teacher would give new worksheet to train the students with the material so that the teaching and learning material could be done maximally. i. Actually, the teacher did not have any significant obstacle. However, the main obstacle faced by the teacher was the difficulties of the dyslexic students in translating oral language into written language. Furthermore, the teacher was not mind of it because, related to the teacher the important one in a language is oral language so the written language can be learned after the students understand the oral language and understand what the words’ meant.

j. The teacher oftenly used flashcard as learning media to teach English vocabulary. k. In using flashcard, the teacher firstly show the picture and then teach the vocabulary of the picture. l. Related to the teacher, flashcard is quite effective in improving the dyslexic students’ vocabulary mastery.

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:

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

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

CONCLUSION AND SUGGESTION

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

2. For the Students For the students, as an important aspect in the teaching and learning activity, in mastering English vocabulary, they can use flashcard maximally. Both teacher and learners/students have to have cooperation in teaching and learning activity. The students may have to pay attention maximally when the teacher explains the vocabularies and the media, so the cooperation between teacher and students can be gained. Then, the students can do repetition in memorizing the vocabularies helped by teacher to avoid forgetfulness in their vocabulary mastery. 3. For Other Researchers For other researchers who need to conduct other research with the similar topic and sample, this research can be a reference before the research conducts. However, flashcard is not only to teach English word and its meaning in bahasa Indonesia, but flashcard can be used to show the words’ function and how can the students’ use the words in their daily life. Then, it can help the dyslexic students visually in mastering the vocabularies because of their learning difficulties and they just need special treatment, method and media in helping their learning activity.

REFERENCE

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

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

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 Susetyo, Budi, Statistika Untuk Analisis Data Penelitian, Bandung, PT Revika Adiatma: August 2010 Syah, Djalinus and Enong, Azimar, Tata Bahasa Inggris Modern (Dalam Bentuk Tanya Jawab), Jakarta, CV Miswar: 1982 Wallace, Micahel, Teaching Vocabulary, Great Britain, Heinemann Educational Books Ltd: 1982 Wright, Andrew, Pictures for Language Learning Great Britain, Cambridge University Press: 1989 Zulaecha, Ana, “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 Zuriah, Nurul, Metodologi Penelitian Sosial dan Pendidikan, Teori – Aplikasi Jakarta Bumi Aksara: August 2007 (translated) https://eal.britishcouncil.org/teachers/great-ideas-flashcards (accessed on May, 16th 2017 13.00) https://en.m.wikipedia.org/wiki/Flashcard Last edited on 12 May 2017, at 09:32 (accessed on May, 17th 2017 14.25) https://m.merdeka.com/sehat/disleksia-penyebab-dangejalanya.html(accessed: December 30, 2016, translated into English) https://www.teachingenglish.org.uk/article/flashcards-0 (accessed on May, 17th 2017 14.15)

APPENDIX 1 PEMETAAN STANDAR KOMPETENSI (SK) DAN KOMPETENSI DASAR (KD) Tahun Pelajaran : 2016 -2017

Sekolah : SD PANTARA JAKARTA SELATAN Kelas : IV (Empat) Mata Pelajaran : BAHASA INGGRIS Semester : 2 (Dua)

Standar Indikator Pencapaian Alokasi Kompetensi Dasar KKM Kompetensi Kompetensi Waktu Mendengarkan 5. Memahami 5.1 Merespon dengan Merespon dengan instruksi sangat melakukan melakukan tindakan sederhana dengan tindakan sesuai sesuai dengan instruksi tindakan dalam dengan instruksi secara berterima konteks kelas secara berterima dalam konteks

kelas dan dalam berbagai permainan

5.2 Merespon Merespon instruksi instruksi sangat sangat sederhana secara sederhana secara verbal verbal JUMLAH

Mengetahui, ………, ……………20….. Kepala SD …………………… Guru Mapel Bahasa Inggris

(______) (______) NIP : ...... NIP : ......

PEMETAAN STANDAR KOMPETENSI (SK) DAN KOMPETENSI DASAR (KD) Tahun Pelajaran : 2016 -2017

Sekolah : SD PANTARA JAKARTA SELATAN Kelas : IV (Empat) Mata Pelajaran : BAHASA INGGRIS Semester : 2 (Dua) Standar Kompetensi :

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

6.2 Bercakap-cakap Mengungkapkan untuk menyertai berbagai tindak tutur: tindakan secara . Memberi contoh berterima yang melakukan sesuatu melibatkan tindak . Memberi aba-aba tutur: memberi contoh melakukan sesuatu dan memberi aba-aba

6.3 Bercakap-cakap Mengungkapkan untuk berbagai tindak tutur: meminta/memberi . Meminta bantuan jasa/barang secara . Meminta barang berterima yang melibatkan tindak . Memberi barang tutur: meminta bantuan, meminta barang, memberi barang

6.4 Bercakap-cakap Mengungkapkan untuk berbagai tindak tutur: meminta/memberi . Meminta ijin informasi secara

berterima yang . Memberi ijin melibatkan tindak . Menyetujui tutur: meminta ijin, . Tidak menyetujui memberi ijin, menyetujui, tidak . Menyangkal menyetujui, . Meminta kejelasan menyangkal, dan meminta kejelasan

6.5 Mengungkapkan Mengungkapkan kesantunan secara kesantunan secara berterima yang berterima yang melibatkan melibatkan ungkapan: ungkapan: thank . Thank you you, sorry, please, . Sorry dan excuse me . Please . Excuse me

JUMLAH

Mengetahui, ………, ……………20….. Kepala SD …………………… Guru Mapel Bahasa Inggris

(______) (______) NIP : ...... NIP : ......

PEMETAAN STANDAR KOMPETENSI (SK) DAN KOMPETENSI DASAR (KD) Tahun Pelajaran : 2016 -2017

Sekolah : SD PANTARA JAKARTA SELATAN Kelas : IV (Empat) Mata Pelajaran : BAHASA INGGRIS Semester : 2 (Dua)

Indikator Pencapaian Alokasi Standar Kompetensi Kompetensi Dasar KKM Kompetensi Waktu Membaca 7. Memahami tulisan 7.1 Membaca nyaring . Melafalkan kata, bahasa Inggris dengan ucapan frasa, dan kalimat sangat sederhana yang tepat dan dengan benar dalam konteks berterima yang . Membaca kata, frasa, kelas melibatkan: kata, dan kalimat dengan frasa, dan kalimat intonasi yang benar sangat sederhana . Membaca nyaring dengan baik dan benar

7.2 Memahami . Mengidentifikasi kalimat dan pesan berbagai informasi tertulis sangat dalam kalimat- sederhana kalimat sangat sederhana . Mengidentifikasi berbagai informasi dalam dialog JUMLAH

Mengetahui, ………, ……………20….. Kepala SD …………………… Guru Mapel Bahasa Inggris

(______) (______) NIP : ...... NIP : ......

PEMETAAN STANDAR KOMPETENSI (SK) DAN KOMPETENSI DASAR (KD) Tahun Pelajaran : 2016 -2017

Sekolah : SD PANTARA JAKARTA SELATAN Kelas : IV (Empat) Mata Pelajaran : BAHASA INGGRIS Semester : 2 (Dua)

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

8.2 Menyalin tulisan Menyalin tulisan bahasa Inggris bahasa Inggris sangat sangat sederhana sederhana dengan secara tepat dan benar berterima seperti ucapan selamat dan pesan tertullis

JUMLAH

Mengetahui, ………, ……………20….. Kepala SD …………………… Guru Mapel Bahasa Inggris

(______) (______) NIP : ...... NIP : ......

APPENDIX 2

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

MATA PELAJARAN BAHASA INGGRIS

Nama Sekolah : SD Pantara Jakarta Selatan

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : IV/II (Genap)

Alokasi Waktu : 2 x 35 Menit

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

“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)

- 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)

- 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

Jakarta, Februari 2017

Guru Peneliti

Fitrianita Pugar Rismanti

APPENDIX 3

Research Vocabulary List

(Answer key of pre-test and post-test)

Put On = Mengenakan Pink = Merah Muda

Fold = Melipat Orange = Oranye/Jingga Tua

Take Off =Melepaskan/Lepas Trousers = Celana Panjang Landas/Membuka/Mencopot Shirt = Kemeja Hang Up = Menggantung Shoes = Sepatu Green = Hijau Socks/Sock = Kaos Kaki Blue = Biru Dress = Gaun Red = Merah T-Shirt = Kaos Yellow = Kuning Cap = Topi White = Putih Uniform = Seragam Brown = Coklat Jacket = Jaket Grey = Abu-abu Shorts = Celana Pendek Purple = Ungu

Wear = Memakai

APPENDIX 4 FLASHCARD

PUT ON FOLD

TAKE OFF Hang uP

green blue

red yellow

Brown

grey Purple

wear Pink

orange TrouserS

shirt shoes

socks dress

t-shirt cap

uniform jacket

shorts

PUT ON FOLD

TAKE OFF Hang up green

blue red yellow

Brown grey

Purple wear Pink

orange TrouserS shirt

shoes socks dress

t-shirt cap uniform

jacket shorts

APPENDIX 5

INTERVIEW TRANSCRIPT

Respondent Data

Name : Rizky Novianti (Bu Kiki)

Job : English Teacher of grade 3 and 4 of SD Pantara

Education Background : Students of State University of Jakarta (UNJ)

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

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

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

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.

APPENDIX 6

APPENDIX 7

APPENDIX 8

APPENDIX 9

APPENDIX 10

Surat Permohonan Menjadi Responden

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

Fajriyatul Hidayah, S.Pd Fitrianita Pugar Rismanti

APPENDIX 11

Pernyataan Kesediaan Menjadi Responden

Saya yang bertanda tangan di bawah ini:

Nama :

Orangtua dari :

Menyatakan kesediaan untuk berpartisipasi dalam penelitian “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)”.

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

( )

APPENDIX 12

APPENDIX 13

REFERENCE ENDORSMENT SHEET