Improving Vocabulary Reading Skills with Word Card and Picture Card for Moderate Intellectual Disabilities

Abstract

Teaching reading functional vocabulary to students with intellectual disability (ID’s) is a challenge for teachers in special schools. They face many obstacles in teaching vocabulary which are caused by various factors, especially student characteristics and learning structures that are less practical and tend to be academic. This study aims to measure the effectiveness of using word cards and picture cards to improve vocabulary reading skills in moderate ID’s students. The type of research applied is single subject research, with multiple baseline across subject designs. The research subjects were two moderately ID’s students in grade 5 and grade 2 SLB-C1 Bhakti Luhur Malang. An instructor and an observer played an important role in this study. The experimental instrument used is Lesson Plan which consists of three units, each teaching two vocabularies. Data analysis is carried out by performing graphical inspections that focus on trend, latency, and level changes. The effectiveness was confirmed by Percentage of All Non-overlapping Data (PAND) in the intervention condition against the baseline-1 condition. The results showed that with the intervention, the target behavior in the form of vocabulary understanding had a trend of grades rising gradually touching a high level of score, and settling at a high level in the baseline-2 condition. The average PAND for subject-1 reached 80.55 percent (effective), and subject-2 reached 96.67 percent (very effective).

JARIMU Application as a Self-Development Medium for Children with Intellectual Disabilities

“…Personal living skills are individual life skills such as caring for, taking care of, and helping themselves, while social living skills are social life skills including communicating, socializing, and filling free time. Selfdevelopment programs affect the independence of people with intellectual disabilities (Kurniawan, 2012;Subasno, Nini, & Densi 2022). According to the Ministry of Education, Culture, Research, and Technology (2021), the scope of the self-development program for children with mental disabilities includes seven components: (1) Taking care of yourself, such as eating, drinking, and hygiene; (2) Taking care of yourself, such as dressing and decorating; (3) Helping yourself, such as maintaining safety and overcoming danger; (4) communicating, such as verbally (oral, written, gestures, pictures), and nonverbally (body language, communication with objects).…”

Single-case study: Effectiveness of multilayer model to improve vocabulary knowledge of deaf students

“…The research data were converted into graphs, then analyzed visually. The visual analysis carried out included trend data, latency, and data change levels [44], [47]- [49]. Descriptive statistics in percentage of non-overlapping data (PND) were also used to analyze the same data to obtain numerical results to indicate effectiveness.…”

Penerapan Metode Struktural Analitik Sintetik Untuk Meningkatkan Kemampuan Membaca Pada Siswa Tunagrahita Ringan

“…Kemampuan membaca merupakan modal yang sangat penting bagi semua orang dalam kehidupan tak terkecuali anak tunagrahita yang memiliki keterbatasan fungsi kognitif dan perilaku adaptif yang signifikan (Subasno et al, 2022). Kemampuan membaca yang diperoleh pada membaca permulaan akan sangat berpengaruh terhadap kemampuan membaca lanjut.…”