Uswatun Khasanah , 2201412128 (2019) THE IMPLEMENTATION OF ACTION SONG IN IMPROVING MENTALLY RETARDED (TYPE C1) STUDENTS’ VOCABULARY ATTAINMENT (A Case Study of SMPLB Widya Bhakti Semarang). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This research is about how the implementation of action song as a TPR method in improving vocabulary attainment for mentally retarded students type C-1. This research is aimed to understand how the implementation of action song improves students’ vocabulary attainment and to find out whether there are difficulties in implementing the process. The research design used was qualitative study, in particular an exploratory design. In doing this research, I collected research data by applying some research instruments such as observation checklists, video recording, and interviews. I conducted interview to the teacher and students’ care-takers. In the implementation I found some difficulties: most of students were shy, they did not want to do the action song in front of the class; made all students to sing aloud the song while doing action song was difficult, there were only some students could do it better than before; they liked to follow the move of the action song, but they could not mention the name of part of the body they were touching. From the interview it was found that, 68% participants believed that English language learning is needed for mentally retarded students, 74% participants believed that action song can helps mentally retarded students to attain English vocabulary, 90% participants believed that action song can helps mentally retarded students more active in language learning activity, 96% participants believed that action song is appropriate to be applied in English language learning for mentally retarded students, 66% participants argued that mentally retarded students enthused studying English at school or home, and 68% participants argued that mentally retarded students had interest about something related to English. Action song made some students be more active and enjoy in learning process which helped them in attaining the vocabulary. Therefore, it is suggested that the findings of this study can be applied by teacher in teaching process and may combine with another strategy or variation to have better vocabulary teaching.

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