THE EFFECT OF VISUALS, GAMES, AND SONGS ON VOCABULARY LEARNING OF THE STUDENTS WITH SPECIFIC LEARNING DIFFICULTIES

Abstract

The study aims to investigate the impacts of visuals, games, and songs as vocabulary teaching materials on students with specific learning difficulties (SLD) who learn English as a foreign language. The participants are 6th and 8th-grade students with SLD. Data have been collected through pre-and post-tests of achievement, pre- and post-interviews with their parents, and teacher journals after the collection of consent forms. Expert opinions have been received for achievement tests and interview questions. Tests have been analyzed quantitatively, and content analyses have been conducted to analyze the qualitative data. At the end of the study, visuals, games, and songs were found useful for students with SLD in their process of English vocabulary learning, and the students felt more motivated to learn English.