“Aku Istimewa, Aku Bisa”: Membaca Permulaan Bahasa Inggris melalui Metode Fonik bagi Anak Speech Delay

Westhisi, Sharina Munggaraning

doi:10.14421/al-athfal.2020.61-07

Cited by 3 publications

(5 citation statements)

References 22 publications

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“…The professionalism of the teachers in making appropriate learning strategies so that they can be applied properly to children with special needs is an important point here, in order to achieve optimal learning. As has been confirmed by previous opinions (Sufirmansyah & Prameswati, 2020;Munggaraning Westhisi, 2020), which say that every teacher in any field of learning for children with special needs is required to have adequate knowledge, sensitivity to the problems the child is facing, as well as an assessment of the progressivity of the material presented on the child's absorption. Teachers, especially English teachers, must be able to know the purpose or intent of teaching English to be conveyed to students with special needs (Hallahan et al, 2005;Dewi, 2019).…”

Section: The Implementation Of Learning English Through Social Constr...supporting

confidence: 53%

Learning English for Students With Special Needs Through Social Constructivism Pedagogy-Based Joyful Learning

Sodikin¹,

Nafi’a²

2021

ELT echo

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Students with special needs have different characteristics from students in general. Their different characteristics require more specific teaching services adjusted to their capacities and potentials. Their emotional, mental, intellectual, or social characteristics require special attention and treatment to strengthen their understanding of the learning materials. This article aims to explain the implementation of English language learning to students with special needs using joyful learning based on social constructivism pedagogy. This study employed a descriptive qualitative method and was conducted at SADA Ibu Inclusion School and Cirebon Pancaran Kasih Perjuangan Special Education. The findings of the research show that (1) the implementation of the joyful learning method encouraged students in English classes; (2) in combining joyful learning with a social constructivism pedagogy approach, the results had significant differences at the two schools. Joyful learning-based social constructivism pedagogy is more appropriately applied at SADA Ibu Inclusion School rather than in Cirebon Pancaran Kasih Perjuangan Special Education.

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Section: The Implementation Of Learning English Through Social Constr...supporting

confidence: 53%

Learning English for Students With Special Needs Through Social Constructivism Pedagogy-Based Joyful Learning

Sodikin¹,

Nafi’a²

2021

ELT echo

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“…Pada intervensi ini, peneliti akan membuat sebuah alat bermain berupa satu set flashcard bernama BlaaBlaaBlaa, yang dapat dimainkan oleh anak dengan gangguan speech delay. Flashcard ini memuat berbagai stimulus seperti kartu kata dan kartu gambar yang masing-masing memiliki fungsi spesifik dalam menstimulasi anak untuk berlatih berbicara (Westhisi, 2020). Flashcard sendiri telah banyak diproduksi dan menjadi pilihan media intervensi di berbagai konteks.…”

Section: Metodeunclassified

“…Anak dengan gangguan speech delay terkendala dalam mengucapkan beberapa huruf vokal maupun konsonan (Afriany & Sofa, 2022). Dengan diberikan stimulus terkait huruf vokal, anak dilatih untuk memiliki salah satu kemampuan dasar berbicara yaitu melafalkan suatu kata dengan jelas (Westhisi, 2020). Oleh karena itu, tahap ini penting untuk membantu anak untuk mengenal huruf vokal dan memperjelas pengucapannya mengingat huruf vokal selalu ada di setiap kata.…”

Section: Tahap Kedua: Huruf Vokalunclassified

“…Penelitian yang dilakukan oleh Dahniarti et al (2019), yaitu peneliti melakukan intervensi menggunakan flashcard dan memberikan hasil bahwa flashcard mampu meningkatkan kemampuan bahasa pada anak speech delay. Flashcard sendiri terdiri dari banyak stimulus seperti kartu bergambar dan kartu kata yang berfungsi spesifik untuk menstimulasi anak dalam berlatih berbicara (Westhisi, 2020). Hal tersebut didukung oleh penelitian yang dilakukan oleh Ladapase (2022) bahwa adanya metode flashcard ini memberikan peningkatan sebesar 27,5% dalam hal kemampuan berbicara yang terdiri dari kejelasan artikulasi, kelancaran berbicara, pilihan kata dan membuat kalimat sederhana.…”

Section: Perbaikan Flashcard Blaablaablaaunclassified

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Validasi Flashcard BlaaBlaaBlaa sebagai media intervensi gangguan speech delay

Wibowo,

Mulia,

et al. 2024

Indra

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The global pandemic has been disrupting the lives of many people. For children aged 2-4 years old with speech delay disorder, social isolation can be detrimental because there is a lack of social interactions that are vital for their language development. This article focused to develop an intervention media, the Blaablaablaa Flashcard, to help parents and therapists working with children with speech delay. In developing this paper, we document the process of validating the cards by working with developmental psychologists and two therapists in Surabaya. In the process, we also explore the potential improvements that can be made to improve the quality of the cards. Various feedback has been gathered, ranging from the content, design, and instructional elements. Results show that the Blaablaablaa Flashcard meets the standard to use as an intervention media for children with speech delay.

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“…For this reason, parents and adults around the child must not overdo (indulge) any child's requests, and must not curb the child's development process. Because, in the early childhood phase, children get accelerated information from their surroundings, so that this stage must be paid close attention to as the main root and capital of child development (Westhisi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Strategy for Instilling Basic Religious Humanist Values in Early Childhood at Ra Al-Hidayah Sunggal

Sit¹,

Sumanti²,

Siregar³

2023

tar

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The current acceleration of digitalization at least erodes the religious humanist values in children. This study aims to analyze the strategy of instilling basic religious humanist values in early childhood at RA Al-Hidayah Sunggal. This study uses a qualitative approach with the method of case studies (case study), data collection instruments using the method of observation, interviews, study documentation. Furthermore, the data were analyzed using data reduction, data presentation, and drawing conclusions. The results of this study concluded that first, the basic religious humanist values that were instilled in RA Al-Hidayah Sunggal students were the value of freedom, the value of creativity, the value of cooperation, the value of honesty, and the value of self-actualization. Second, the method of instilling basic religious humanist values in early childhood is carried out using four methods, namely the BCM (Playing, Story and Singing) Method, the habituation method, the exemplary method, and the advice method. Third, the media in instilling basic religious humanist values in early childhood, namely using the media of people, games, pictures, story books, animated films, laptops, projectors, music and motion.

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“Aku Istimewa, Aku Bisa”: Membaca Permulaan Bahasa Inggris melalui Metode Fonik bagi Anak Speech Delay

Cited by 3 publications

References 22 publications

Learning English for Students With Special Needs Through Social Constructivism Pedagogy-Based Joyful Learning

Learning English for Students With Special Needs Through Social Constructivism Pedagogy-Based Joyful Learning

Validasi Flashcard BlaaBlaaBlaa sebagai media intervensi gangguan speech delay

Strategy for Instilling Basic Religious Humanist Values in Early Childhood at Ra Al-Hidayah Sunggal

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