Abstract
This research aimed to find out the influencing differences of variables such as learning strategies and levels of deafness toward the verbal and non verbal communication ability in hearing impairment children. Besides, this research also aimed to find out whether there are interactions between two independent variables or not that influence verbal and nonverbal communication ability in hearing impairment children. For those purposes, an ex post facto comparative research was conducted to compare the influence of MMR learning strategies and conventional learning strategies that had been done at Special Needs Elementary School for Hearing Impairment Children by noticing the levels of deafness (hard of hearing and deaf) toward verbal and nonverbal communication ability. In the line of the problems,this research used a factorial design 2x2 to respond the verbal, nonverbal, and combination of verbal and nonverbal communication ability. The results of this research are (1) overall, hearing impairment children classified as hard of hearing and deaf who study by using MMR learning strategy have higher communication (verbal and nonverbal) ability than those who study by using learning strategy conventionally; (2) overall, based on the levels of deafness, hearing impairment children classified as hard of hearing have higher communication ability than hearing impairment children classified as deaf; (3) there are interaction influences between the learning strategies and levels of deafness toward communication ability in hearing impairment children.
Highlights
This research aimed to find out the influencing differences of variables such as learning strategies and levels of deafness toward the verbal and non verbal communication ability in hearing impairment children
An ex post facto comparative research was conducted to compare the influence of Metode Maternal Reflektif (MMR) learning strategies and conventional learning strategies that had been done at Special Needs Elementary School for Hearing Impairment Children by noticing the levels of deafness toward verbal and nonverbal communication ability
The results of this research are (1) overall, hearing impairment children classified as hard of hearing and deaf who study by using MMR learning strategy have higher communication ability than those who study by using learning strategy conventionally; (2) overall, based on the levels of deafness, hearing impairment children classified as hard of hearing have higher communication ability than hearing impairment children classified as deaf; (3) there are interaction influences between the learning strategies and levels of deafness toward communication ability in hearing impairment children
Summary
Banyak yang tidak menyadari bahwa kaum tunarungu bukan hanya mengalami kelemahan dalam berbahasa lisan tetapi juga mengalami kesukaran ketika harus menghadapi bahasa tulis atau membaca. Kemampuan membaca dinilai sangat penting karena merupakan sarana terbaik bagi tunarungu untuk memperoleh akses lengkap terhadap dunia bahasa dibandingkan dengan sarana lain, seperti membaca ujaran, pemanfaatan sisa pendengaran, dan membaca isyarat dikarenakan keterbatasan kosaisyarat. Menurut A. van Uden dalam Bunawan dan Yuwati (2000: 52), membaca merupakan cara terbaik guna memantapkan dan memperluas kemampuan berbahasa serta memperoleh pengetahuan terutama bagi tunarungu yang sudah duduk pada jenjang pendidikan lebih tinggi atau sudah meninggalkan bangku sekolah
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