MNEMONICS FOR TEACHING ENGLISH TO INTELLECTUALLY DISABLED STUDENTS: ARE THEY EFFECTIVE?

Diah - Kurniati

Abstract


Since intellectually disabled students have problems with memory, appropriate strategies to increase students’ ability to remember and retain information should be implemented such as the use of mnemonics. This study aimed to investigate the usefulness of picture mnemonic strategy in comparison with grouping mnemonic strategy and conventional strategy in English learning for intellectually disabled students.The repeated-measures within-group design in which three interventions were employed in only one group was used in this study. Indonesian students with intellectual disabilities, aged 15-18, having an IQ of 35 - 70 in State Secondary Special School, C class taking English subject were involved as the participants. Based on the Friedman statistics analysis, the results of this study reveal that Asymp. Sig ((2-tailed)) was 0.000 which was less than the significance value (α) 0.05. It implies that the three sets of scores of intellectually disabled students who were instructed through conventional strategy, picture mnemonic strategy, and grouping mnemonic strategy differed significantly. The post hoc comparisons through the Wilcoxon sign-rank test also indicate that conventional strategy was inferior compared to picture mnemonic and grouping mnemonic. However, picture mnemonic strategy was as effective as grouping mnemonic strategy in English learning for intellectually disabled students.

Keywords


mnemonic, intellectual disability, English learning

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References


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