Norhidayah, Norhidayah (2016) The Use of Multisensory Technique to Improve Vocabulary of The Seventh Grade Students with Special Need at SLBN Pelambuan Banjarmasin. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Norhidayah, 2016. The Use of Multisensory Technique to Improve Vocabulary of The Seventh Grade Students with Special Need at SLBN Pelambuan Banjarmasin. Thesis. English Department. Antasari State Institute for Islamic Studies Banjarmasin. Advisors: (I) Rusnadi, S. Pd,I M. Pd,I M.A. (II) Puji Sri Rahayu, M.A Keywords: multisensory tachnique, vocabulary, students with special need Vocabulary has important role in mastering a language especially English which should be learned not only by normal students, but also the student with special need. In teaching vocabulary, students with special need has different way which they need appropriate technique based on their condition. The multisensory technique includes various of students’ senses like visual, auditory, tactile and kinesthetic. The writer is interested in this technique and wants to prove that using multisensory technique will improve vocabulary. The formulation of the research problems were: how is the improvement of vocabulary after using multisensory technique and not using multisensory technique and is there any significant difference of vocabulary mastery after using multisensory technique and not using multisensory technique. Then, the objectives of this research are to know and find out the answers of problem statements above. The subject of this research is 6 students with mild mental retardation of the seventh grade that is divided into experiment class and control class at SLBN Pelambuan Banjarmasin. To collect the data, the researcher uses some techniques like observation, test, interview and documentary. The data are processed through: editing, scoring, tabulating and interpreting. Then, the collected data are analyzed by using statistical analysis, and concluded inductively. This research find out the improvement of vocabulary after using multisensory technique in experiment class is in good category (69), while in control class is in fair category (M=58.3), and there is significant difference of vocabulary mastery after using multisensory technique and not using multisensory technique based on t test result which shown that t table (5% = 2.57) < t test (5.07) > t table (1% = 4.00). Thus, Ho is rejected and Ha is accepted.

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