IMPROVING MENTALLY RETARDED STUDENTS’ VOCABULARY MASTERY THROUGH VISUAL, AUDITORY, KINESTHETIC AND TACTILE (VAKT) METHOD

Abstract

In conducting this research visual, auditory, kinesthetic and tactile (VAKT) method is chosen to improve the mentally retarded students’ vocabulary mastery. The participants of this research are the eighth grade students of SMPLB-C Sejahtera Bogor consisting of 4 students. The data were collected from January 23^rd until February 6^th, 2013. The method of this research is classroom action research (CAR) which consists of two cycle processes and each cycle consists of three treatments. In the pre-test all of students (100%) belong to poor criteria. After the treatments, the result of the first cycle shows that is two out of four students (50%) get 75 and belong to good criteria. Two others (50%) students get 55 and 35. They still belong to poor criteria. In the second cycle the result shows that one student (25%) gets 100 and belongs to excellent criteria, two students (50%) get 80 and 85. They belong to very good criteria. One student (25%) gets 75 and belongs to good criteria. The result indicates that visual, auditory, kinesthetic and tactile (VAKT) method can improve mentally retarded students’ vocabulary mastery.