<![CDATA[This classroom action research aimed to describe the implementation of the Maternal Reflective Method (MMR) and changes in English vocabulary test results among six deaf students in Grade XII at SMALB AB Bina Asih, Cianjur Regency. The study was conducted in 2025 through three cycles, each consisting of planning, action, observation, and reflection stages. The MMR was implemented through contextual conversations, written vocabulary visualization, and repeated practice to help students understand and retain English vocabulary. Research data were collected through vocabulary tests administered at the initial stage and at the end of each cycle. Data were analyzed descriptively by comparing test scores to identify students' learning progress throughout the intervention. The analysis of the six students' test scores showed that the average score increased from 27.83 on the initial test to 46.83 in Cycle I, then rose to 56.67 in Cycle II and reached 71.83 in Cycle III. All students obtained higher scores in Cycle III than on the initial test. These findings indicate an increasing trend in vocabulary test scores during the implementation of the classroom action research. However, the results do not establish a causal relationship between the implementation of MMR and the improvement in students' vocabulary skills. Therefore, the scoring system and primary assessment documents need to be verified to ensure that the interpretation of the research findings is accurate and academically accountable.]]>
Copyrights © 2026
