European Journal of Special Education Research
ISSN: 2501 - 2428
ISSN-L: 2501 - 2428
Available on-line at: www.oapub.org/edu
Volume 2 │ Issue 2 │ 2017
doi: 10.5281/zenodo.239588
THE USING OF REFLECTIVE MATERNAL METHOD
TO IMPROVE LANGUAGE LEARNING AND UNDERSTANDING
OF HEARING IMPAIRMENT STUDENTS IN GRADE 2
PEMALANG STATE EXTRAORDINARY SCHOOLS –
SLB NEGERI PEMALANG, INDONESIA
Dadi Catur Prasetyoi, Asrowi, Sunardi
Sebelas Maret University, Indonesia
Abstract:
This research aims to test the effectiveness of using reflective maternal method in
increasing interest in learning and understanding the language of hearing impairment
students in grade 2 SLB Pemalang, with 6 numbered subjects, consisting of 3 boys and 3
girls. The researchers used a mixed method research (mixed methods research)
sequential exploratory strategy type of design. The results showed an increase in
interest in learning with the average percentage as follows 14.28%, 23.08%, 15.28%,
28.89%, 37.03% and 30.90%. The raising of students language understanding with an
average increase as follows 15.62%, 26.18%, 14.28%, 26.18%, 25.79% and 35.59%.
Keywords: the using of maternal reflective method, interest in learning, language
comprehension, learners with hearing impairment
1. Introduction
Hearing impairment learners in special schools is an integral part in obtaining a quality
education, so the impacts of their hearing impairment can be minimized in order to be
able to grow and socialize with other people. Basic education is the foundation to
prepare students with hearing impairment to a higher level. Hearing impairment
learners generally have problems in communicating that affect their learning and
comprehension or understanding the language, which in return, affects their learning
performance as well.
i
Correspondence: email robertusdadicaturprasetyo@gmail.com
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
25
Dadi Catur Prasetyo, Asrowi, Sunardi
THE USING OF REFLECTIVE MATERNAL METHOD TO IMPROVE LANGUAGE LEARNING AND
UNDERSTANDING OF HEARING IMPAIRMENT STUDENTS IN GRADE 2 PEMALANG STATE
EXTRAORDINARY SCHOOLS – SLB NEGERI PEMALANG, INDONESIA
In the educational process, both within the family and the community, but
especially in schools, primary problem is the interest of students to learn. The factors of
interests of learners with hearing impairment greatly affect the learning success.
According Shadily (2000), the interest can be defined as a tendency to pay attention, and
act against the people, activities, or situations that become the object of interest,
accompanied by feelings of pleasure. So in the discussions contained a sense that there
is a break in the interest of the subject's attention, there is an attempt to approach,
know, possess, and control.
The second problem that significantly affects the success of learners with hearing
impairment is the understanding of the language. The ability to understand language is
very important for individual learners with hearing impairment because by the ability
of understanding the language, learners with hearing impairment can communicate
with others. But the reality of slow learners understand the language as a means of
communication and information submitted by teachers in the learning process.
Language is an important tool in communicating, studying science and in social life.
Good learning process requires appropriate learning strategies, use of media or tools
appropriate to the needs and characteristics of learners, so that the activities can be run
more effectively, efficiently so that more successful with the maximum.
According to Airasian, et al (2010), the learner is said to understand when they
can construct meaning from instructional messages, either orally, in writing, or graphics
delivered through teaching, books, or computer screen. So we can say understanding is
the result of learning, for example, students can explain by the composition of their own
words on what they read or heard, to give another example of a teacher who had been
exemplified. However, for learners with hearing impairment is very difficult to
understand the language in the text (written) and understands the language of
communication (verbal) with others. Here, the role of teachers and parents, which are
required to communicate more creative in learning as well in the classroom as outside
of the classroom.
Cecilia and Bunawan (2006) said that as educators, knowledge is the background
of the language and its development needs to be known, because it will color the
learning activities in the classroom. Language is a communication tool that is used to
connect each other. If a group of people have the same language, it can be reasoned
with everything that happened both concrete and abstract. With the communication
then humans can form life and his world. Communication in the process of social
interaction is an integral part of society, which was built with the aim to support the
concept of self, identity, fulfillment of personal needs, self-actualization, influence the
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
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Dadi Catur Prasetyo, Asrowi, Sunardi
THE USING OF REFLECTIVE MATERNAL METHOD TO IMPROVE LANGUAGE LEARNING AND
UNDERSTANDING OF HEARING IMPAIRMENT STUDENTS IN GRADE 2 PEMALANG STATE
EXTRAORDINARY SCHOOLS – SLB NEGERI PEMALANG, INDONESIA
feelings, thoughts and behaviors of others, survival, building new ideas and solutions
problem.
A child with hearing impairment is a child who experienced a lack or loss of
hearing ability due to damage or malfunction in part or all of the hearing instrument so
that it faces obstacles in language development. Children who have hearing loss are not
able to listen as well. As a result, the deaf children do not undergo the process of
imitation after the babble noise, the process of imitation is only limited visual mimicry
alone. So, during the subsequent development of deaf children, there will be difficulties
in language development and speech. This situation will result on problems for deaf
children when dealing with normal people.
Deafness suffered since birth will lead to various issues concerning the whole life
and the lives of disabling. The biggest problem experienced is someone that when a loss
or reduction of hearing function is a bottleneck in communication with the
environment.
Based on the limitations of learners with hearing impairment in learning and
understanding language, it is required the right method for language learning on
learners with hearing impairment. One method that can be used that method Maternal
Reflective (MMR). This method emphasizes learning model mother to child. Mother has
always an active role in providing stimulus to the child. Mother’s active role consist on
giving stimulus to the child and establishing direct communication in the form of
questions that lead to daily activities experienced by children.
According Sunarto (2005), Methods Maternal Reflective is a lesson that follows
how a child hears to master the native language, the starting point on the language and
communication needs of children and not in the program language rules that need to be
taught or presents language as natural as possible to the children both expressive and
reflective, demanding that all the problems of children who reflective discussion. The
application of Maternal Reflective Method requires teachers to act like mothers to the
students. The learning activities are focused on the experience of learners with hearing
impairment that day or the previous day. Deaf learners are expected to submit or re-tell
the experience that he experienced. It is to arouse the interest of learners with hearing
impairment. It aims to stimulate interest in learning, stimulate the child's ability to
deliver something that is associated with the development of communication and
language learners with hearing impairment.
Maternal Reflective Method is part of a strategy that is meant to develop the
quality of learners to fit the demands of the curriculum that are listed in the national
education system, as well as reflections in improving the performance of educators.
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
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Dadi Catur Prasetyo, Asrowi, Sunardi
THE USING OF REFLECTIVE MATERNAL METHOD TO IMPROVE LANGUAGE LEARNING AND
UNDERSTANDING OF HEARING IMPAIRMENT STUDENTS IN GRADE 2 PEMALANG STATE
EXTRAORDINARY SCHOOLS – SLB NEGERI PEMALANG, INDONESIA
This method also refers to the application of informal education conducted in the school
environment. It could be said that this method is a merger between formal and informal
education. No doubt that the conversation is the main characteristic of the schools using
methods maternal reflective.
Conversations will color all learning activities throughout the day. The
conversation will be the shaft, a motor, and trigger speed language development
process in particular, and all other fields of science. Conversation, deaf learners to
communicate in accordance with the age and language skills that will arouse the
interest of learners with hearing impairment to know what were spoken. By knowing
the contents of the conversation, learners with hearing impairment are able to
understanding the language in conversations (spoken language).
This research aimed to test the effectiveness of Maternal Reflective Methods to
improve their learning and understanding of the language for deaf children in special
schools.
2. Research Methods
The research method that the writer use is a mixed method research (mixed methods
research) type of Exploratory Sequential Design (sequential exploratory strategy paper)
(Creswell & Clark, 2007; Creswell, 2012) modified as needed. The design of this research
strategy combines qualitative with quantitative research. The collection and analysis of
qualitative data was conducted in the first phase, followed by the collection and
analysis of quantitative data in the second phase which is based on the results of the
first stage. Modifications done by giving priority which more likely in the second stage,
and the process of mixing (mixing) is done when researchers linked the data analysis of
qualitative and quantitative data collection. Research carried out by the research subject
is class of grade 2 in SLB Pemalang as many as six children, three boys and three girls.
These classes have been the subject of study because their students have a low interest
in learning and understanding the language.
3. Results
a. Qualitative Research
Preliminary observations in grade 2 SLB Pemalang, language learning with Maternal
Reflective Method has not run optimally, because that the learning and understanding
of language learners in language learning is still low. This resulted in the acquisition
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
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Dadi Catur Prasetyo, Asrowi, Sunardi
THE USING OF REFLECTIVE MATERNAL METHOD TO IMPROVE LANGUAGE LEARNING AND
UNDERSTANDING OF HEARING IMPAIRMENT STUDENTS IN GRADE 2 PEMALANG STATE
EXTRAORDINARY SCHOOLS – SLB NEGERI PEMALANG, INDONESIA
value of 6 learners Grade 2 with minimal completeness criteria predetermined value is
65, only two students who have finished with a score of 70 and 75 were obtained from
the report cards documentation.
The foregoing is not maximized because learners in completing the task given
teacher, interest in learning less and slow to understand the information provided by
the teacher is not maximized in exploiting and using the media, lack of exercise so that
when testing the students are not able to do well.
b. Quantitative Research
1. Interest to Learn
Apri (2014) expressed interest in learning is a concern, a sense of love, a person's
interest (students) to study activity demonstrated through enthusiasm, participation
and activeness in learning and realize the importance of that activity. Assessment is
done through observation before (Pre-) and after (post-) the use of maternal reflective
method. Assessment of pre-action made at the time teachers do not use methods
maternal reflective. Assessment of post-action carried out at the time of using maternal
reflective teacher. Recapitulation average scores assessment results interests of learners
presented in Table 1, while the ratio of the average score pre- and post- treatment are
presented in Figure 1.
Subject
Name
The Average Score Ratings
Pre-action
The Rate of Change
Post-action
Score
Percentage
A
2,8
3,2
0,4
14,28%
B
2,8
3,64
0,84
23,08%
C
2,7
3,2
0,5
15,62%
D
2,7
3,48
0,78
28,89%
E
2,7
3,7
1,0
37,03%
F
2,2
2,88
0,68
30,90%
Table 1: Summary of average assessment learning interest
pre-action and post-action methods maternal reflective
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
29
Dadi Catur Prasetyo, Asrowi, Sunardi
THE USING OF REFLECTIVE MATERNAL METHOD TO IMPROVE LANGUAGE LEARNING AND
UNDERSTANDING OF HEARING IMPAIRMENT STUDENTS IN GRADE 2 PEMALANG STATE
EXTRAORDINARY SCHOOLS – SLB NEGERI PEMALANG, INDONESIA
4
3.5
3
2.5
2
1.5
1
0.5
0
A
B
C
Pre-action
D
E
F
Post-action
Figure 2: Comparison of interest in learning assessment score pre-action and post-action by
using maternal reflective methods
2. Language Understanding
Winkel and Mukhtar (Sudaryono, 2012), understanding is the ability to grasp the
meaning and significance of the material being studied, expressed by outlining the basic
contents of a reading or changing data presented in some form to another form.
Assessment is the same as the interest in learning, assessment is carried out in the preaction and post-action to the use of maternal reflective. Recapitulation average scores
assessment results interests of learners presented in Table 2, while the ratio of the
average score pre- and post- treatment are presented in Figure 2.
Subject
Name
The Average Score Ratings
Pre-action
The Rate of Change
Post-action
Score
Percentage
A
3,2
3,7
0,5
15,62%
B
3,17
4,0
0,83
26,18%
C
3,2
3,6
0,4
14,28%
D
3,04
3,7
0,66
26,18%
E
3,18
4,0
0,82
25,79%
F
2,95
4,0
1,05
35,59%
Table 1: Summary of average assessment language understanding
pre-action and post-action maternal reflective methods
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
30
Dadi Catur Prasetyo, Asrowi, Sunardi
THE USING OF REFLECTIVE MATERNAL METHOD TO IMPROVE LANGUAGE LEARNING AND
UNDERSTANDING OF HEARING IMPAIRMENT STUDENTS IN GRADE 2 PEMALANG STATE
EXTRAORDINARY SCHOOLS – SLB NEGERI PEMALANG, INDONESIA
4
3
2
1
0
A
B
C
Pre-action
D
E
F
Post-action
Figure 2: Comparison of language comprehension assessment scores pre and post actions using
maternal reflective methods
4. Discussion
Deafness hampered the ability of proficiency. Deafness also leads to understanding of
the language and interest in learning to be low. This is due to habituation of children
who use sign language on the development of language skills. The use of Maternal
Reflective Method to train deaf to improve their language skills. Jatun (2007) Maternal
Reflective Method is learning model to improve language skills, which in turn will
enhance the ability to communicate.
Factors underlying the use of maternal reflective method, according Bintoro,
(2008), factors of maternal reflective methods include: 1) Verbal: (a) oral / verbal, (b)
writing, (c) to read the speech. 2) Non-verbal: (a) gesture, (b) expression, (c) cues: cue
raw, natural gesture. Maternal reflective method of deaf children are taught to always
use oral language, which is done with the conversation anywhere, anytime. Language
training which takes place regularly and can be used as an effort in the development of
language education for deaf children that language comprehension abilities and skills
improve, so that the growing interest in learning the deaf.
Interest in learning for deaf children can be improved by using the method of
maternal reflective to the average percentage increase for learners with hearing
impairment as follows: 14.28%, 23.08%, 15.28%, 28.89%, 37.03% and 30.90%. Interest in
learning can be assessed from the interaction of children with hearing impairment and
interest in the subject. According Shadily (2000) the interest can be defined as a
tendency to pay attention, and act against the people, activities, or situations that
become the object of interest, accompanied by feelings of pleasure.
Sense of excitement in learning will foster greater understanding in children with
hearing impairment, especially in language comprehension. Winkel and Mukhtar
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
31
Dadi Catur Prasetyo, Asrowi, Sunardi
THE USING OF REFLECTIVE MATERNAL METHOD TO IMPROVE LANGUAGE LEARNING AND
UNDERSTANDING OF HEARING IMPAIRMENT STUDENTS IN GRADE 2 PEMALANG STATE
EXTRAORDINARY SCHOOLS – SLB NEGERI PEMALANG, INDONESIA
(Sudaryono, 2012), the understanding is the ability to grasp the meaning and
significance of the material being studied, expressed by outlining the basic contents of a
reading or changing data presented in some form to another form.
The ability of understanding the language of deaf children by using maternal
reflective views of the research results can improve the understanding of language
learners with hearing impairment to the percentage increase in average as follows:
15.62%, 26.18%, 14.28%, 26.18%, 25.79% and 35.59%.
The using of maternal reflective method based on a study showed an increase of
pre- and post-action measures can improve their learning and understanding of the
language through language proficiency training.
5. Conclusion
Based on research that has been done can be mentioned that the maternal reflective
method can improve learning and understanding the language of hairing impairment
students with a percentage increase interest in learning as follows: 14.28%, 23.08%,
15.28%, 37.03% and 30.90%. For language understanding experienced an average
percentage increase as follows: 15.62%, 26.18%, 14.28%, 26.18%, 25.79% and 35.59%.This
case illustrates that the using of prioritizing reflective maternal oral or speech
intelligibility is more effectively used in the classroom compared to the use of sign
language.
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THE USING OF REFLECTIVE MATERNAL METHOD TO IMPROVE LANGUAGE LEARNING AND
UNDERSTANDING OF HEARING IMPAIRMENT STUDENTS IN GRADE 2 PEMALANG STATE
EXTRAORDINARY SCHOOLS – SLB NEGERI PEMALANG, INDONESIA
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European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
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Dadi Catur Prasetyo, Asrowi, Sunardi
THE USING OF REFLECTIVE MATERNAL METHOD TO IMPROVE LANGUAGE LEARNING AND
UNDERSTANDING OF HEARING IMPAIRMENT STUDENTS IN GRADE 2 PEMALANG STATE
EXTRAORDINARY SCHOOLS – SLB NEGERI PEMALANG, INDONESIA
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