EFEKTIVITAS METODE PRETEND PLAY TERHADAP PENGUASAAN KOSAKATA PADA SISWA TUNARUNGU KELAS II SDLB DI SLB DAMAYANTI SLEMAN

Abstract

Abstrak
Penelitian ini bertujuan untuk mengetahui efektifitas Pretend Play untuk meningkatkan penguasaan kosakata siswa tunarungu kelas II SDLB di SLB Damayanti Sleman. Penelitian ini menggunakan pendekatan kuantitatif. Jenis penelitian yang digunakan adalah eksperimen dengan Single Subject Research (SSR). Desain penelitian yang digunakan adalah model A-B-A’. Subjek yang terlibat dalam penelitian ini adalah satu orang siswa tunarungu kelas II di SLB Damayanti Sleman dengan penguasaan kosakata yang rendah. Teknik pengambilan data pada penelitian ini menggunakan tes tertulis dan observasi. Data penelitian dianalisis menggunakan analisis dalam kondisi dan analisis antar kondisi, dan disajikan dalam bentuk tabel dan grafik. Hasil rerata tes penguasaan kosakata pada fase baseline-1 yang diperoleh subjek yaitu 50% naik menjadi 69,34% pada fase baseline-2. Kemudian naik lagi menjadi sebesar 88,9% pada fase baseline-2. Persentase overlap antar kondisi baseline-1 dengan fase treatment sebesar 0% dan fase treatment dengan baseline-2 juga sebesar 0%, artinya semakin sedikit data yang tumpang tindih maka treatment yang diberikan semakin efektif dalam meningkatkan penguasaan kosakata pada siswa tunarungu.
Kata Kunci: pretend play, penguasaan kosakata , siswa tunarungu

Abstract
This research is to measure the effectiveness of Pretend Play to improve vocabulary mastery of deaf student Grade 2 in SLB Damayanti Sleman. The research applied quantitative research approach. The type of this research was experimental with Single Subject Research (SSR). The design used in this research was the design of A-B-A’. The participant involved in this study was one of deaf students grade 2 in SLB Damayanti Sleman with low vocabulary mastery. The data collection techniques were tests and observations. The data were analyzed by analysis condition and analysis between condition, and were presented in the form of tables and graphs. The result showed that there was an increased in vocabulary mastery of the participant which appeared from the increased in the average test as proved in 3 phases starting from the 1st baseline phase (A), treatment phase (B), and 2nd baseline phase (A’). the results of the average vocabulary mastery test in the 1st baseline phase obtained by the participant were 50% which then increased to 69,34% in the treatment phase, thus it increased to 88,9% in the 2nd baseline phase. The percentage of overlap between 1st baseline phase toward treatment conditions was 0% and the treatment phase toward 2nd baseline phase was also 0%. From the data measured, it can be conclude that the less data overlaps, the more effective the treatment provide is, to improve vocabulary mastery of deaf student.
Keywords : pretend play, vocabulary mastery, deaf student