APPROVAL SHEET

A PAPER

DDAG TO TEACH VOCABULARIES TO EFL YOUNG LEARNER WITH

HEARING IMPAIRMENT

by
Sindi Pragita
8820315037

Main Supervisor, Co-Supervisor,

Halimah, S.Pd., M.Pd. Elis Homsini Maolida, S.Pd., M.Pd

NIDN. 0422018303 NIDN. 0402018203

Submitted to English Education Department of FKIP UNSUR in Partial

Fulfillment of the Requirements for the Sarjana Pendidikan Degree

Cianjur, July 2019

The Dean of FKIP UNSUR, The Head of Study Program,

Dr. H. MunawarRois, M.Pd. Dr. JauharHelmie, M.Hum.

NIP. 195511221985031002 NIDN. 0415068001

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 DECLARATION

I hereby state that paper entitled DDAG (Drilling, Diagnostic Assessment,

Games) to Teach Vocabularies to EFL Young Learner with Hearing Impairment
is completely my own work. I am fully aware that I have quoted some statements
and ideas from other sources, and they are properly acknowledged.

Cianjur, July 2019

Sindi Pragita
(8820315037)

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 DEDICATIONS

This paper is dedicated to my beloved parents, Deden Supyandi and Eros Rosidah
who have been supporting in moral and material in my life. Thank you very much
for your guidance and your endless love, I’ll do best for you. You are my
everything in my life. May Allah always loves and blesses you. I also dedicate
this paper to all of my family members for their support, motivation, and
attention.

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 MOTTO

“Be better, Get Better and Always Better”

By
Sindi Pragita

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 PREFACE

Bismillahirrohmaanirrohm, first of all, thanks to almighty Allah for

helping the writer to finish his paper entitle DDAG (Drilling, Diagnostic
Assessment, Games) to Teach Vocabularies to EFL Young Learner with Hearing
Impairment. The writer expresses her deep and gratitude for those who have
helped in completing this paper.

DDAG (Drilling, Diagnostic Assessment, Games) to Teach English

Vocabularies to EFL Young Learner with Hearing Impairment is the subject in
this research. English vocabulary is no easy for the students, especially for EFL
students with hearing impairment. Based on that problem, the teacher used
Drilling, Diagnostic Assessment and Games (DDAG) to teach English vocabulary
to EFL young learner with hearing impairment. The researcher finally could finish
the paper entitled “DDAG (Drilling, Diagnostic Assessment, Games) to Teach
English Vocabularies to EFL Young Learner with Hearing Impairment ”.

The writer realizes this paper is not perfect, but the writer hopes it can be
useful for us. Critics and Suggestion will be highly appreciated.

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 ACKNOWLEDGEMENT

Bismillahirohmaanirrohim
All praises to Allah, the lord of the world who always gives us mercy and
blessing that by his guidance, therefore this paper which “DDAG (Drilling,
Diagnostic Assessment, Games) to Teach Vocabularies to EFL Young Learner
with Hearing Impairment ” can be accomplished accordingly. And never forget to
say Sholawat and greeting for the prophet Muhammad Saw, May he give us
Syafaat and help in the hereafter. Aamiin.

This paper has been already accomplished. It is a partial fulfillment of

requirements for getting strata I degree at English Department of the Faculty of
Education and Teacher Training of Suryakancana University Cianjur. During
working this paper, the writer faces some problems and challenges. Those things
made the writer almost desperate but those can be solved because the writer has
great supervisors and got much support, guidance and advices from many people
in completing her work. The writer would like to extend her deepest gratefulness
to the following people who made the writer’s work achievable and easier.
1. Prof. Dr. H. Dwidja Priyatno, SH., MH., Sp.N. as the Rector of Suryakancana
University who has provided the opportunity to follows the lectures at
Suryakancana University Cianjur until the completion of this paper.
2. Dr. H. Munawar Rois, M.Pd. as the Dean of the Faculty of Teaching and
Educational Science, Suryakancana University Cianjur.
3. The writer’s parents, who always give support, help, pray and love.
4. Dr. Jauhar Helmie, S.S., M.Hum. as a Head of English Education Department
has given his support in process of writing this paper.
5. Halimah, S.Pd., M.Pd., as my supervisor who has given the writer much helps,
supports, gives the writer advice and guidance during completed writing this
paper.

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6. Elis Homsini Maolida, M.Pd., as my co-supervisor who has given the writer
much helps, and support in writing this paper. The writer would like to
thankful for the time, patience, and carefulness in correcting this paper.
8. All of the lecturers in Faculty of Education and Teacher training especially
English Education Study Program who have been leading and guiding wisely
during the years of her study and for valuable knowledge and experience.
9. Cucum Kulsum. S.pd., as the headmaster of SLB in ABC Bina Bangsa Cianjur
who has given the permission to hold the research at school.
10.The teachers of SLB in ABC Bina Bangsa Cianjur as the collaborator for good
cooperation during the research.
11.All the students of SLB in ABC Bina Bangsa Cianjur as the participants in this
research. Thank you for your participating and your cooperation.
12.My beloved best friends, Siti Parida, who have given the writer much love,
support, help and the writer feels so thankful because she has friends like you.
13.My Future who has given the writer much love, support in completing this
paper, thank you so much.
14.All of her friends in English Education Study Program year 2015 especially A
class, thank you for the cheerfulness and togetherness.
15.All people who cannot be mentioned one by one who help the writer in writing
this paper thanks a lot.
Lastly, the writer realizes that this paper has so many mistake, therefore, the
writer expects criticism and suggestion for its perfection. The writer expects this
paper will be useful for the readers.

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 ABSTRACT

The objectives of this research are to explore how DDAG (Drilling, Diagnostic
Assessment, Games) is used to Teach Vocabularies to EFL young learners with
hearing impairment, difficulties faced by the teacher in applying DDAG and
student’s Responses toward DDAG. DDAG consists of Drilling, Diagnostic
Assessment, and Games. This research used descriptive qualitative method by
using three data collecting techniques, namely classroom observation, interview
and questionnaire. The participants in this research were six students and the
teacher in an elementary school for students with special needs. The results show
that the teacher integrated drilling, diagnostic assessment and games in teaching
vocabularies to students with hearing impairment. The teacher teaches
vocabularies with combain DDAG in classroom using by various ways. In this
case, the teacher used sign language in the classroom interaction. However, there
were some obstacles faced by the teacher in the process of teaching and learning,
such as difficulties due to students hearing impairment, difficulties in controlling
students to focus on the subjects, and difficulty to make students understand each
word given by the teacher. Even though there were some obstacles in teaching
learning process, the students gave positive responses toward DDAG, they
showed high curiosity toward vocabularies and they enjoyed the teaching learning
process.

Keywords: DDAG (Drilling, Diagnostic Assessment. Games), Vocabularies, EFL

Young Learner, Hearing Impairment

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 TABLE OF CONTENTS

APPROVAL SHEET .................................................................................. i

DEACLARATION ...................................................................................... ii
DEDICATION ............................................................................................ iii
MOTTO ...................................................................................................... iv
PREFACE .................................................................................................... v
ACKNOWLEDGEMENT ......................................................................... vi
ABSTRACT .............................................................................................. viii
TABLE OF CONTENTS ........................................................................... ix
LIST OF TABLES ..................................................................................... xii
LIST OF FIGURES ................................................................................... xiii
LIST OF APPENDICES ........................................................................... xiv

CHAPER I INTRODUCTION .................................................................. 1

1.1 Background of The Study ......................................................... 1
1.2 Research Questions ................................................................... 4
1.3 Purposes of The Study .............................................................. 4
1.4 Significances of The Study ....................................................... 5
1.5 Scope of The Study .................................................................... 5
1.6 Clarification of Terms ............................................................... 6
1.7 Organization of The Study ......................................................... 8

CHAPTER II THEORETICAL FOUNDATION .................................... 9

2.1 Vocabularies .............................................................................. 9
2.1.1 Definition of Vocabulary ................................................. 9
2.1.2 The type of vocabulary.................................................... 10
2.1.3 The Level of Vocabulary ................................................ 11
2.2 Teaching ................. .................................................................. 13
2.2.1 Definition of Teaching .................................................... 13

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 2.2.2 Teaching Vocabulary ...................................................... 16
2.2.3 Techniques of Teaching Vocabulary .............................. 17
2.3 EFL Young Learner ................................................................. 18
2.4 Teaching Vocabularies to Young Learner................. ............... 20
2.5 DDAG ................. ..................................................................... 21
2.5.1 Drilling ........................................................................... 21
2.5.2 Diagnostic Assessment.................................................... 23
2.4.2.1 The Nature of Diagnostic Assessment ................ 25
2.5.3 Games .............................................................................. 26
2.6 Hearing Impairment................. ................................................ 28
2.7 Previous Studies ....................................................................... 29
2.8 Concluding Remarks ................................................................ 30

CHAPTER III RESEARCH METHODOLOGY ................................ 31

3.1 Research Design ....................................................................... 32
3.2 Research Site ............................................................................. 32
3.3 Research Participant ................................................................. 33
3.4 Data Collection ......................................................................... 33
3.4.1 Research Instrument ........................................................ 34
3.5 Data Analysis ............................................................................ 35
3.6 Concluding Remarks ................................................................. 37

CHAPTER IV FINDINGS AND DISCUSSIONS ................................. 38

4.1 The Teacher Teaches Vocbularies by DDAG to EFL Young
Learner with Hearing Impairment ............................................. 39
4.1.1 Research Finding from Classroom Observation ........... 39
4.1.2 Discussion of the Teacher Teaches Vocabularies to
Students with Hearing Impairment ............................... 47
4.2 Teacher’s Difficulties Faced During Teaching Vocabulary by
DDAG toward to EFL Young Learner with Hearing
Impairment ................................................................................ 49

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 4.2.1 Research Finding from Classroom Observation ........... 50
4.2.2 Discussion of the Teacher’s Difficulties During
Teaching Vcabulary by DDAG to EFL Young Learner
with Hearing Impairment .............................................. 53
4.3 Students’ Responses to the Technique and Media Teacher’s
in Teaching Vocabulary........................................................ 55
4.3.1 Research Finding from Classroom
Observation............. .......................................... 55
4.3.2 Research Finding from Interview ...................... 56
4.3.3 Discussion of Students’ Responses to the
Technique and Media Teacher’s Use in
Teaching Vocabulary................... ..................... 58
4.4. Concluding Remarks. .......................................................... 59

CHAPTER V CONCLUSION AND SUGGESTION ........................... 62

5.1 Conclusion........................ ................................................... 62
5.2 Suggestion ............................................................................ 63

REFERENCES ........................................................................................ 65
APPENDICES ........................................................................................ 69
AUTOBIOGRAPHY....... ...................................................................... 121

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 LIST OF TABLES

Table 4.1 The Result of Interview………………………………................. 56

xii
 LIST OF FIGURES

4.1 Teachers’ difficulty in teaching Vocabularies……………………....... 51

4.2 Students used Sign Language ………………………………................ 52

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 LIST OF APPENDICES

Appendix 1 Observation guide .................................................................. 68

Appendix 2 Interview & Questionnaire guide .......................................... 101

Appendix 3 Student‟s work sheet ............................................................. 113

Appendix 4 Students Attandance List ....................................................... 116

Appendix 5 Photographs ........................................................................... 117

Appendix 6 Letter of permission ............................................................... 120

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