How is Picture Mnemonic Implemented in Teaching English Vocabulary to Students with Intellectual Disability?
- DOI
- 10.2991/ahsr.k.200723.029How to use a DOI?
- Keywords
- picture mnemonic, students with intellectual disability, English vocabulary
- Abstract
It is challenging for most teachers to teach English to students with intellectual disability. One of the reasons is because English is considered as a difficult subject especially for foreign language students, including students with intellectual disability. Furthermore, it is because students with intellectual disability have special characteristics which may become obstacles during teaching learning process. Intellectually disabled students tend to have a lack of motivation, low memory ability, to be passive, be easily distracted, and have problems in language development as well. Therefore, an appropriate strategy or device which can improve attention and increase students’ ability to remember should be implemented. One of the strategy is the use of picture mnemonic. This research aims to describe how the picture mnemonic is implemented in teaching English vocabulary to the eighth grade secondary students with intellectual disability. The method used in this research was descriptive qualitative. The participants were the English teacher and 12 eighth grade secondary students with intellectual disability at State Special School (SLB N) Purwosari Kudus Indonesia. The observation sheet was used to get the data related to the implementation of picture mnemonics focusing on two aspects: teaching presentation and students’ behavior. The results of this research showed that in general, the implementation of picture mnemonics for teaching English vocabulary was in very good criteria with the average score was 3.69. Related to the teaching presentation aspect, the principles of picture mnemonics implementation had been successfully fulfilled by the teacher, such as presentation, association and retrieval. It was also found that there was improvement on students’ vocabulary retention. Moreover, dealing with students’ behavior aspect, during the implementation of the picture mnemonics the students were active, involved and enjoyed the teaching learning process. Considering the benefits of using picture mnemonics, it is suggested to use these picture mnemonics especially when teaching students with disability.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Diah Kurniati AU - Dwi Rukmini AU - Mursid Saleh AU - Dwi Anggani Linggar Bharati PY - 2020 DA - 2020/07/24 TI - How is Picture Mnemonic Implemented in Teaching English Vocabulary to Students with Intellectual Disability? BT - Proceedings of the 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019) PB - Atlantis Press SP - 119 EP - 122 SN - 2468-5739 UR - https://doi.org/10.2991/ahsr.k.200723.029 DO - 10.2991/ahsr.k.200723.029 ID - Kurniati2020 ER -