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All Journal Journal of Innovation and Research in Primary Education Journal of Management, Economic, and Financial
Anggraini, Gustina
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Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Vocabulary Mastery Through Digital Image Media and Project-Based Learning: A Classroom Action Research with Third-Grade Students with Speech Disorders Anggraini, Gustina; Suparno, Suparno
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2533

Abstract

This classroom action research investigated the effectiveness of digital image media based on Project-Based Learning (PBL) in enhancing vocabulary abilities among third-grade students with speech disorders. Four students aged 8-9 years at YPPSB 3 Elementary School, Sangatta Utara, participated in this study conducted across three cycles following the Kemmis and McTaggart model. Data were collected through structured observations, vocabulary tests (pretest and posttest), and documentation of learning activities. Results demonstrated significant progressive improvements in students' vocabulary abilities. Mean scores increased from 48.94% at pre-action to 54.53% in Cycle I, 71.41% in Cycle II, and 82.31% in Cycle III, representing a total improvement of 33.37%. By Cycle III, 75% of students achieved the "Developing Very Well" category, while 25% reached "Developing as Expected," with no students remaining in lower developmental categories. The intervention enhanced both receptive abilities (listening and comprehension) and productive abilities (speaking and retelling). Digital image media provided concrete visual stimuli supporting word-meaning associations, while the PBL approach fostered active engagement, collaboration, and contextual learning. The combination proved effective in creating enjoyable, meaningful, and inclusive learning experiences for children with speech disorders, confirming that multimodal technology-enhanced instruction addresses complex communication needs and narrows vocabulary gaps typically widening over time in this population.
Improving Vocabulary Skills Through Project-Based Learning With Digital Picture Media for Children With Speech Disorders in Third Grade of Elementary School Anggraini, Gustina; Suparno, Suparno
Journal of Management Economic and Financial Vol. 3 No. 5 (2025): Journal of Management, Economic and Financial
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jmef.v3i5.161

Abstract

Children with speech disorders experience difficulties in understanding and using vocabulary, which affects their academic performance and social skills. Conventional verbal-based learning approaches are often ineffective, thus requiring strategies that are more visual, concrete, and interactive. This study aims to improve the vocabulary skills of children with speech disorders using digital image media based on Project Based Learning (PjBL). This research employed a Classroom Action Research (CAR) method conducted in three cycles in 3rd Class of YPPSB 3 Elementary School, North Sangatta. The subjects consisted of four students identified as having speech disorders. Data were collected through observation, learning outcome tests (pretest and posttest), and documentation of learning activities. The result of the study shows a significant improvement in students' vocabulary abilities. The average pre-action score of 33.37% increased to 53.75% in cycle I, 67.5% in cycle II, and reached 75% in cycle III. Three out of four students (75%) achieved scores up to 98.75% and categorized as "Developing Very Good" (BSB), while one student was categorized as "Developing Accordingly" (BSH). This improvement covered receptive (listening, understanding) and productive (speaking, retelling) aspects. Digital image media provided concrete visual stimuli, while the PjBL approach encouraged student engagement and collaboration. The combination proved effective in creating an enjoyable, contextual, and inclusive learning experience for children with speech disorders.
Improving Vocabulary Skills Through Project-Based Learning With Digital Picture Media for Children With Speech Disorders in Third Grade of Elementary School Anggraini, Gustina; Suparno, Suparno
Journal of Management Economic and Financial Vol. 3 No. 5 (2025): Special Issue
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/jmef.v3i5.161

Abstract

Children with speech disorders experience difficulties in understanding and using vocabulary, which affects their academic performance and social skills. Conventional verbal-based learning approaches are often ineffective, thus requiring strategies that are more visual, concrete, and interactive. This study aims to improve the vocabulary skills of children with speech disorders using digital image media based on Project Based Learning (PjBL). This research employed a Classroom Action Research (CAR) method conducted in three cycles in 3rd Class of YPPSB 3 Elementary School, North Sangatta. The subjects consisted of four students identified as having speech disorders. Data were collected through observation, learning outcome tests (pretest and posttest), and documentation of learning activities. The result of the study shows a significant improvement in students' vocabulary abilities. The average pre-action score of 33.37% increased to 53.75% in cycle I, 67.5% in cycle II, and reached 75% in cycle III. Three out of four students (75%) achieved scores up to 98.75% and categorized as "Developing Very Good" (BSB), while one student was categorized as "Developing Accordingly" (BSH). This improvement covered receptive (listening, understanding) and productive (speaking, retelling) aspects. Digital image media provided concrete visual stimuli, while the PjBL approach encouraged student engagement and collaboration. The combination proved effective in creating an enjoyable, contextual, and inclusive learning experience for children with speech disorders.
Co-Authors Suparno Suparno