Improving Vocabulary Skills Through Project-Based Learning with Digital Picture Media for Children with Speech Disorders in Third Grade of Elementary School

Sep 28, 2026

Children with speech disorders struggle to understand and use vocabulary, which undermines academic performance and social communication. Conventional verbal-centered instruction often fails to meet their needs, requiring learning that is visual, concrete, and interactive. This study uses Classroom Action Research across three cycles with four 3rd-grade students identified with speech disorders. Pre-action results of 33.37% increased to 53.75%, 67.5%, and 75% by cycle III. Improvements covered receptive and productive vocabulary, supported by digital picture media and Project-Based Learning.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Introduction

Vocabulary development for children with speech disorders

Learning engagement and barriers in elementary school

Abstract

Research approach and setting

Findings and learning outcomes

Improving Vocabulary Skills Through Project-Based Learning with Digital Picture Media for Children with Speech Disorders in Third Grade of Elementary School Gustina Anggraini, Suparno Suparno Universitas Negeri Yogyakarta, Indonesia Email: [gustinaanggraini.2024@student.uny.ac.id](gustinaanggraini.2024@student.uny.ac.id), [suparno_plb@uny.ac.id](suparno_plb@uny.ac.id) | Abstract Children with speech disorders experience difficulties in understanding and using vocabulary, which negatively affects their academic performance and social skills. Conventional verbal-based learning approaches are often ineffective for these children, requiring strategies that are more visual, concrete, and interactive. This research aims to improve the vocabulary skills of children with speech disorders using digital image media based on ProjectBased Learning (PjBL) . The study employed a Classroom Action Research (CAR) method conducted in three cycles in the 3rd Grade of YPPSB 3 Elementary School, North Sangatta. The subjects consisted of four students identified as having speech disorders. Data were collected through observation, learning outcome tests (pretest and posttest), and documentation of learning activities. The results show a significant improvement in students'vocabulary skills. The average pre-action score of 33.37% increased to 53.75% in cycle I, 67.5% in cycle II, and reached 75% in cycle III. Three out of four students (75%) achieved scores up to 98.75% and were categorized as"Developing Very Good" (BSB), while one student was categorized as"Developing Accordingly" (BSH) . This improvement encompassed both receptive (listening, understanding) and productive (speaking, retelling) aspects. Digital image media provided concrete visual stimuli, while the PjBL approach encouraged student engagement and collaboration. The combination proved effective in creating an enjoyable, contextual, and inclusive learning experience for children with speech disorders. | | --- | | Keywords: Vocabulary, Speech Disorder, Digital Image Media, Project-Based Learning, Elementary School | INTRODUCTION Vocabulary skills are a crucial part of the language development process for children, especially for those with speech disorders. Good vocabulary ability affects language skills in children's communication and social interactions in their environment. Children who have difficulty communicating often face challenges in academic achievement (Azizah & Ulfatun, 2017) . Vocabulary plays an important role in the learning process, particularly in the communicative relationship between teachers and students in the school environment. Good vocabulary skills help children understand, recognize, and use words correctly when speaking or telling stories (Tifani, 2020) . The richer the vocabulary children have, the more skilled they are in expressing themselves. Therefore, efforts are necessary to expand children's vocabulary as a fundamental aspect of language skills development (Erviani, 2015) . Journal of Management, Economic and Financial, Vol. 3, No. 5 September 2025 Improving Vocabulary Skills Through Project-Based Learning with Digital Picture Media for Children with Speech Disorders in Third Grade of Elementary School Based on research conducted by Hikmah et al. (2024), children's language development remains relatively low. The data show that only 38.46%(5 children) have started to develop their language skills, while 61.53%(8 children) have not shown significant progress. Similarly, Arsini (2022) found that language learning is suboptimal, resulting in students not understanding the meaning of vocabulary, so their mastery level remains deficient. This indicates that, overall, students have not achieved optimal vocabulary mastery. Speech disorders can hinder their ability to produce sounds and communicate according to their age. Children are said to experience speech delays if the development of their speech skills is below their age average (Nurfad

FAQs

What problem does the study address for children with speech disorders?

The study focuses on difficulties in understanding and using vocabulary, which reduces academic performance and social skills.

How was the intervention implemented in this research?

It applied Project-Based Learning using digital picture media through Classroom Action Research in three cycles in the 3rd grade.

What learning outcomes were achieved after the intervention?

Students’ average scores rose from 33.37% to 53.75% (cycle I), 67.5% (cycle II), and 75% (cycle III), with most students reaching very good categories.

Sep 28, 2026

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