Pengembangan Keterampilan Berbahasa Lisan Pada Anak dengan Hambatan Pendengaran melalui Program Terpadu

Hernawati, Tati; Aprilia, Imas Diana; Gunawan, Dudi

doi:10.17509/jpp.v20i3.30110

Cited by 3 publications

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“…Empat kompenen tersebut yaitu yang pertama kemampuan menyimak, yang kedua kemampuan berbicara, yang ketiga kemampuan membaca, dan yang kempat yakni kemampuan menulis (Ahmad et al, 2018). Komponen berbahasa yang lebih awal dipahami oleh manusia adalah kemampuan menyimak lalu kemampuan berbicara kemudian membaca dan terakhir menulis (Hernawati et al, 2020). Dengan demikian keempat keterampilan tersebut memiliki hubungan yang saling mendukung antara yang satu dengan yang lainnya.…”

Section: Pendahuluanunclassified

“…Menurut Hermawan, 2011:29 dalam (Hernawati et al, 2020) menyimak berkaitan dengan interprestasi terhadap suatu informasi yang telah diterima sedangkan menurut (Martoredjo, 2014) menyimak merupakan sebuah proses yang diawali dimana seorang mampu mengucapkan sebuah kata secara berturut-turut yang diawali dengan proses menyimak, aktivitas berbicara, aktivitas membaca, serta yang diakhiri dengan aktivitas menulis. Pendapat ini didukung oleh Tarigan ( 2008) dalam (Nurani et al, 2018) yang mengemukakan bahwa menyimak merupakan sebuah rangkaian dari aktivitas mendengarkan,mengenali,serta memaknai sebuah suara bahasa yang didengarkan kemudian dievaluasi dan diberikan tanggapan terhadap pesan yang terkandung dari bahasa bunyi tersebut,selaras dengan yang dikemukakan yang mengatakan menyimak adalah sebuah rangkaian yang mencakup aktivitas mendengarkan bunyi dari bahasa, mengidentifikasinya, menginterprestasikannya menilainya,serta menanggapi makna dari bunyi bahasa yang dimaksud tersebut (Nurhanani et al, 2020).…”

Section: Pendahuluanunclassified

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Perbandingan DLTA Berbantuan Audio Visual dan DLTA Tanpa Audio Visual Berbasis Cerita Budaya Lokal Terhadap Kemampuan Menyimak dan Bercerita

2022

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Penelitian ini bertujuan untuk mendeskripsikan Perbandingan Model DLTA Berbantuan Media Audio Visual dan Model DLTA Tanpa Berbantuan Media Audio Visual Berbasis Cerita Budaya Lokal Terhadap Kemampuan Menyimak dan Bercerita Siswa Kelas IV SD Gugus II Kecamatan Tamalate. Metode penelitian yang digunakan adalah quasi eksperimen dengan bentuk desain penelitian ini pretest-posttest nonequivalent control group design. Populasi pada penelitian ini adalah seluruh siswa kelas IV-SD dari lima Sekolah Dasar Negeri yang terdapat dalam gugus II kecamatan Tamalate. Sampel yang diambil adalah siswa kelas IV-A dan IV-SD Inpres Mallengkeri Bertingkat 1.Teknik analisis data yang digunakan yaitu uji normalitas, uji homogenitas, dan uji manova menyatakan nilai sig. (2-tailed) yaitu 0,000 < 0,05. Oleh karena itu, Ho ditolak dan H₁ diterima serta ditemukan perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol. Sehingga dapat disimpulkan bahwa Model DLTA Berbantuan Media Audio Visual dan Model DLTA Tanpa Berbantuan Media Audio Visual Berbasis Cerita Budaya Lokal memiliki perbandingan yang signifikan terhadap kemampuan menyimak dan bercerita.

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Section: Pendahuluanunclassified

Perbandingan DLTA Berbantuan Audio Visual dan DLTA Tanpa Audio Visual Berbasis Cerita Budaya Lokal Terhadap Kemampuan Menyimak dan Bercerita

2022

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“…On December 10, 2021, the teacher as a representative of the principal in Special School in Cicendo informed the researchers about a special program, she stated "ideally PKPBI should be integrated in all subjects and developed in extracurricular activities." However, in practice, the development of PKPBI and extracurricular activities is still carried out partially and facultatively [4]. This special program aims to develop the ability to appreciate (perception) sound so that students can speak and communicate naturally.…”

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confidence: 99%

Program for Development of Communication, Perception, Sound, and Rhythm to Build Self Esteem of Students with Special Needs

Masunah¹,

Milyartini²,

Aprilia³

2022

Advances in Social Science, Education and Humanities Research

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Self-esteem is one of the most important personal attitudes in life, high and low self-esteem which is built from language and cognition modalities will affect a person's personality. This article aims to describe the results of preliminary research on the development of self-esteem for students with special needs. The method used in this research is descriptive analysis. This research is focused on learning related to arts education in the Special School for the Deaf, namely Program Development of Communication, Perception, Sound and Rhythm. The research participants were five students with special needs for hearing impairment, one teacher, and five parents/guardians of grade 9 deaf students. The research location was at the Cicendo State Special School, Bandung. Data were collected through observation during process teaching and learning, interviews with teachers, students, and parents/guardians of students. Data analysis was carried out by triangulation. This study found that the self-esteem of deaf students grew positively through art activities in the program for development of communication, perception, sound and rhythm. Teachers and the school environment provide comfort and space for students to grow self-confidence by optimizing the abilities of deaf students in various fields, including the arts.

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“…Several special-needs schools (SLB) that serve Deaf students, especially those who develop verbal (oral) language skills, have generally implemented integrated (thematic) language learning and independently through the PKPBI program and articulation exercises (Hernawati, et al, 2019). However, it was also found that there were special schools that had not integrated the development of articulation in the PKPBI program, Readiness of Special-Needs Schools in Developing Oral Language… | 515 such obviously unclear communication approach with an emphasis on the process of language learning methods used, and the inadequate use of supporting infrastructure, namely the PKPBI room and the articulation room (Novianti, 2019).…”

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Readiness of Special-Needs Schools in Developing Oral Language Skills Programs for Deaf Students

Aprilia

2021

IJDS

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Limited learning programs in developing spoken language, as well as the inconsistency of teachers in implementing oral language communication, are allegedly the main causes of poor communication skills, especially for hearing impaired students. In contrast to this, oral language skills are a prerequisite for having communication with others. The present study draws attention to receive a description of the school (teacher) readiness in developing oral language skills programs for students with hearing impairment. Conducted through descriptive qualitative method, the current project explores data from the chosen teachers of grade 2, 3, and 4, as well as PKPBI teachers through interviews, observation and documentation study. The data analysis technique is performed through data reduction, data presentation, drawing conclusions and verification. The findings disclosed that the oral language program planning is based on incidental needs analysis. The oral language skills program is still developed separately from the PKPBI program and communication training (either speaking or articulation). Likewise, conversational competence as a basis for developing communication has not become a definite program and is only applied to certain themes. The implementation of the oral language skills program is carried out partially with different learning patterns and methods, namely the global word method and the maternal reflective method (MMR). The teacher’s evaluation was limited to correcting phonemes, repeating simple sentences and once into integrated thematically. The faced constraints are the availability of supporting infrastructure such as PKPBI room and articulation room that have not been optimized and the limited number of speech experts and PKPBI teachers. For such obvious reason, the seriousness and consistency of schools are highly necessary in developing oral language skills programs as the main focus during the learning process at each grade level by providing opportunities for all teachers to possess integration with PKPBI program and thematic articulation training programs using the reflective maternal method (MMR).

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Pengembangan Keterampilan Berbahasa Lisan Pada Anak dengan Hambatan Pendengaran melalui Program Terpadu

Cited by 3 publications

References 0 publications

Perbandingan DLTA Berbantuan Audio Visual dan DLTA Tanpa Audio Visual Berbasis Cerita Budaya Lokal Terhadap Kemampuan Menyimak dan Bercerita

Perbandingan DLTA Berbantuan Audio Visual dan DLTA Tanpa Audio Visual Berbasis Cerita Budaya Lokal Terhadap Kemampuan Menyimak dan Bercerita

Program for Development of Communication, Perception, Sound, and Rhythm to Build Self Esteem of Students with Special Needs

Readiness of Special-Needs Schools in Developing Oral Language Skills Programs for Deaf Students

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