PENGGUNAAN METODE VAKT UNTUK MENINGKATKAN KEMAMPUAN PENGUASAAN KOSAKTA BAGI MURID TUNARUNGU KELAS VI DI SLB NEGERI 1 GOWA

Uswatun Hasanah (Universitas Negeri Makassar)
Faizal Faizal (Universitas Negeri Makassar)
Mustafa Mustafa (Universitas Negeri Makassar)

JURNAL ORTO DIDAKTIKA

This study examines the low vocabulary mastery ability of deaf students in SLB Negeri 1 gowa. The purpose of this study was to determine: 1) The vocabulary mastery ability of deaf students in Class VI at SLB Negeri 1 Gowa in Baseline 1/A1 condition. 2) The vocabulary mastery ability of Class VI deaf students in SLB Negeri 1 Gowa in the intervention condition through the VAKT method (Intervention/B), 3) The vocabulary mastery ability of Class VI deaf students in SLB Negeri 1 Gowa in the Baseline 2/A2 condition, 4) The vocabulary mastery ability of Class VI deaf students in SLB Negeri 1 Gowa based on the results of the analysis between Baseline 1/A1, intervention (B), and Baseline 2/A2 conditions. Data collection techniques using knowledge tests. The subject of this study was a class VI deaf student with the initials S. The research approach used in this study is a quantitative approach and this type of research uses experimental methods, namely using Single Subject Research (SSR). The results of this study concluded: 1) the ability to master the vocabulary of subject S in the initial condition is very low based on the results of the baseline 1 analysis / (A1), 2) the ability to master the vocabulary of subject S when given the intervention increased to a very high category seen from the analysis in condition (B), 3) the ability to master the vocabulary of subject S after being given treatment increased to a high category seen from the baseline 2 / (A2) condition, 4) the ability to master the vocabulary of subject S based on the results of the analysis between conditions, namely in the initial condition (Baseline1 / A1) the student's ability is very low, increasing to a very high category when given intervention, and from a very high category when given intervention to after given intervention (A2) is in a very high category and the value obtained by subject S is higher than the initial condition (Baseline 1 /A1). Thus the ability to master student vocabulary after being given the intervention is still said to have increased, this is due to an increase in the provision of intervention.