Improving Vocabulary Reading Skills with Word Card and Picture Card for Moderate Intellectual Disabilities
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 practic...
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| Format: | Article |
| Language: | English |
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Jurusan Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Malang
2022-01-01
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| Series: | Journal of ICSAR |
| Subjects: | |
| Online Access: | http://journal2.um.ac.id/index.php/icsar/article/view/27341 |
| _version_ | 1797769007073329152 |
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| author | Yohanes Subasno Klemensia Nini Consita Densi |
| author_facet | Yohanes Subasno Klemensia Nini Consita Densi |
| author_sort | Yohanes Subasno |
| collection | DOAJ |
| description | 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). |
| first_indexed | 2024-03-12T21:02:36Z |
| format | Article |
| id | doaj.art-02ee4533b1484659898282fc2ab2d961 |
| institution | Directory Open Access Journal |
| issn | 2548-8619 2548-8600 |
| language | English |
| last_indexed | 2024-03-12T21:02:36Z |
| publishDate | 2022-01-01 |
| publisher | Jurusan Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Malang |
| record_format | Article |
| series | Journal of ICSAR |
| spelling | doaj.art-02ee4533b1484659898282fc2ab2d9612023-07-31T03:43:52ZengJurusan Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri MalangJournal of ICSAR2548-86192548-86002022-01-016110110910.17977/um005v6i12022p1018684Improving Vocabulary Reading Skills with Word Card and Picture Card for Moderate Intellectual DisabilitiesYohanes Subasno0Klemensia Nini1Consita Densi2STP- IPI MalangSTP- IPI MalangSTP- IPI MalangTeaching 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).http://journal2.um.ac.id/index.php/icsar/article/view/27341moderate intellectual disabilitypicture cards and word cardsreading vocabulary skills |
| spellingShingle | Yohanes Subasno Klemensia Nini Consita Densi Improving Vocabulary Reading Skills with Word Card and Picture Card for Moderate Intellectual Disabilities Journal of ICSAR moderate intellectual disability picture cards and word cards reading vocabulary skills |
| title | Improving Vocabulary Reading Skills with Word Card and Picture Card for Moderate Intellectual Disabilities |
| title_full | Improving Vocabulary Reading Skills with Word Card and Picture Card for Moderate Intellectual Disabilities |
| title_fullStr | Improving Vocabulary Reading Skills with Word Card and Picture Card for Moderate Intellectual Disabilities |
| title_full_unstemmed | Improving Vocabulary Reading Skills with Word Card and Picture Card for Moderate Intellectual Disabilities |
| title_short | Improving Vocabulary Reading Skills with Word Card and Picture Card for Moderate Intellectual Disabilities |
| title_sort | improving vocabulary reading skills with word card and picture card for moderate intellectual disabilities |
| topic | moderate intellectual disability picture cards and word cards reading vocabulary skills |
| url | http://journal2.um.ac.id/index.php/icsar/article/view/27341 |
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