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SKRIPSI IMPROVING VOCABULARY MASTERY OF INTELLECTUAL DISABILITY STUDENTS USING CLAY SCULPTING STRATEGY: A CLASSROOM ACTION RESEARCH AT SDIT ALAM AL-HIKMAH

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Students with intellectual disabilities often face challenges in acquiring
and retaining English vocabulary due to cognitive, behavioral, and motor
limitations. These hinder their ability to communicate effectively and require
adaptive teaching strategies. To address this, this study explores the use of a Clay
Sculpting Strategy to enhance vocabulary mastery among intellectually disabled
students at SDIT Alam Al-Hikmah, Magelang. Clay Sculpting is a vocabulary
enhancement tool that uses clay modeling to visually represent abstract concepts,
promoting memory retention through collaborative engagement.
The research was conducted to answer two main questions: (1) whether the
Clay Sculpting Strategy can improve the vocabulary mastery of students with
intellectual disabilities and (2) what its strengths and weaknesses are in an
inclusive learning environment. The study aimed to identify an effective and
engaging strategy that accommodates learners’ diverse needs and promotes equal
participation in vocabulary learning.
This study employed a Classroom Action Research design based on the
Kemmis and McTaggart model, involving the stages of planning, acting,
observing, and reflecting. The participants consisted of seven students with
intellectual disabilities. Data were collected through observation, interviews,
documentation, and vocabulary tests, and analyzed both qualitatively and
quantitatively across three learning cycles.
The findings indicated that the Clay Sculpting Strategy significantly
improved students’ vocabulary mastery and learning engagement. The average
vocabulary test score increased from 55.35 in Cycle I to 80 in Cycle III. The
tactile and visual nature of clay sculpting helped students better recall and
understand vocabulary, while also enhancing focus, fine motor skills, and
classroom participation.
In conclusion, the Clay Sculpting Strategy proved to be an effective
multisensory approach to teaching English vocabulary to students with intellectual
disabilities. It fostered creativity, collaboration, and motivation while supporting
inclusive education. Teachers can consider to apply similar multisensory
strategies to create meaningful and accessible learning experiences for all learners

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS INS I 2026

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2026

Deskripsi Fisik

XIV;199 HLM;29 CM

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

Lampiran Berkas

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