Improving Vocabulary Mastery of Students With Special Needs Using Flashcards at The State Owned Special School 03 of Central Jakarta

tri setyaningsih, m. pd.; dr. tri wintolo apoko, m.pd; hamzah puadi ilyas, ph.d;

This study is aimed at knowing whether students’ vocabulary mastery
could be improved by using Flashcards in the class X of The State Owned Special
School 03 of Central Jakarta. In addition, this study is also aimed at describing
how the implementation of Flashcards in improving students’ Vocabulary
Mastery for Students with Special Needs. This study is categorized as the Classroom Action Research (CAR) method in which to identify and to solve the problem on students’ vocabulary mastery. It is initiated through the interview the teacher and through the observation in the class X at the State Owned Special School 03 of Central Jakarta; considered as the class whose English score are very low. The amount of students in that class is 6. In this classroom action research, the writer implements the Kurt Lewin’s design which consists of four phases. Those are planning, acting, observing, and reflecting. Meanwhile, the data is derived among from the test (pretest and posttest), interview, and observation. Therefore, this study is included into quantitative descriptive research. The findings of this study are: (1) related to the test result, there was 26.14% improvement of students’ vocabulary mean score after using Flashcards; It gained from the pretest result, there were 1 student who passed the KKM. Then in the result of posttest in cycle 1, there were 3 or 50% students in the class who passed the KKM considering their mean score of the test is 56.67. Next in the result of posttest in the cycle 2, there is 4 or 66.67% students who passed the KKM in which their mean score of vocabulary test derived 70.83, and the result of posttest in the cycle 3 show that 5 or 83.33% who passed the KKM in which their mean score of vocabulary mastery is 85.83. (2) Related to the observation result showed that the students were more active and interested in learning vocabulary activity in the classroom. (3) Related to the interview result, it could be reported that the students’ vocabulary mastery has improved and also assisted the teacher in finding the appropriate strategy in teaching vocabulary in the class.