Abstract
Teaching vocabulary to children with special needs is not easy. There are some problems faced by teachers when they taught English vocabulary to the children with special needs, they did not pay attention to the teacher, and they lost their interest in English subject. This quasi experimental research attempted to describe what extent puppet and flashcard lead the children with special needs to the vocabulary development and to discuss students’ attitude towards puppet and flashcard media in learning vocabulary. The participants were students of eighth-grade of SLB Negeri Ungaran and SLB Widya Bhakti Semarang. There were two instruments; test and questionnaire. The results showed that the significance between post-test score of puppet group and flashcard group was 0.000 with significance 0.000 < 0.05. Furthermore, according to result of the questionnaire, students perception towards both media were positive, yet their interests in flashcard was higher than those in puppet media. It is suggested that flashcard media was more effective to be used in teaching vocabulary for children with special needs.
 
 Keywords: Puppet, Flashcard, Teaching Vocabulary, Quasi Experimental Research.
Highlights
Teaching vocabulary to children with special needs is not easy
There are many problems faced by teachers when they taught English vocabulary to the students with special needs, especially in special Junior High School, for example the students never been taught English in Elementary School, they are not pay attention to the teacher, and they lost their interest in English subject
Some previous studies have been conducted dealing with teaching to children with special needs
Summary
Teaching vocabulary to children with special needs is not easy. There are many problems faced by teachers when they taught English vocabulary to the students with special needs, especially in special Junior High School, for example the students never been taught English in Elementary School, they are not pay attention to the teacher, and they lost their interest in English subject. Some previous studies have been conducted dealing with teaching to children with special needs. Such as, Lin and Nzai (2014) about using iPad Apps to teach vocabulary. Yunus and Toran (2013) conducted a research about a technique to learn vocabulary In their research, they used teachers’ practice and voice to teach vocabulary for students with special needs. Moran (2012) in her thesis stated that using VAK Learning styles to teach English Vocabulary is affective. He found that the use of VAK learning help the students to mastering English vocabularies. The learning style were a complete contribution focused on the improvement and development of a pedagogical methodology used for the acquisition of English vocabulary related to the learning process and learning context of a learner with mental retardation
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