How Mentally Disabled Students Solve Difficulties on Learning English Vocabulary: Technology-Based Learning Material

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Fenny Thresia, Okta Mahendra, Eva Faliyanti


This study is aimed to develop technology-based learning material to address the English vocabulary learning difficulties of mild mentally disabled students in Sekolah Luar Biasa (Public Special School) 2 Yogyakarta, Indonesia. Specifically, it seeks; the learning difficulties of mentally disabled students in English vocabulary, intervention measures can be proposed based on the identified problems, technology-based learning material can be developed, and curricularly valid technology-based learning material. The research method was qualitative research with instruments used were interviews, observations, and documents supported by curricular validation in statistical terms to check the research product's appropriateness. This research also used descriptive analysis as a method in seeking an interpretation of the data. This research objects were the mild mentally disabled students of 7C consisting of five students; two females and four males (thirteen to seventeen years old). Those were BAA, MA, MRA, MRZ, and ADS. These research findings are that mentally disabled students face more complex problems such as reading (pronouncing) very short and simple English, writing the vocabulary (syllables), and mentioning numbers in English. Besides, intervention measures such as visual aids, concrete objects, and endless practice drills in pronunciation, spelling, and phonetic sounds are useful to increase mastery in English vocabulary. Audio-visual clips aided by technology can promote better recognition of objects, comprehension, and retention. The learning materials developed by the researcher named “Learn English” is very evident in the following criteria: the content learning video clips with the average weighted mean is 4.76. The structure of the video with an average weighted mean is 4.76. All interpreted as very evident.

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