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.243652
READING COMPREHENSION OF STUDENTS WITH
MENTAL RETARDATION ON CLASS II SLB D1 YPAC
SURAKARTA, INDONESIA YEAR 2015/2016
Tri Mulyanii, Sunardi, Sri Yamtinah
Sebelas Maret University Surakarta, Indonesia
Abstract:
This study aims to answer questions about the condition of early reading skills II grade
students with mental retardation in the second semester SDLB-D1 YPAC Surakarta.
This research was conducted on six students. Data was collected by observation
technique and tests. The results showed that the ability to read the beginning of the
children is very low. From the six students who are subject to a new research only one
children who can read, three children are recognize letters and two children know a few
letters.
Keywords: early reading, mental retardation, reading skills
1. Introduction
Reading is a windows to apprehend a lot of worldwide knowledge. Because of that,
knowledge which has been found in distant places can be known. The events that
occurred in other places can also be known.
Reading activity indeed not only recite the symbols of sound. It is to understand
and respond from the text has been read. It can express the contents of reading. Reading
is a form of communication in the form of writing. But for children who have
abnormalities in cognitive terms, the reading activity is not an easy task. Because
reading actually involve sizeable cognitive terms to work. So that children who have
cognitive barriers will have difficulties on the reading process.
During this time the method used by teachers in teaching reading in class less
effective. Not all children pay attention to the teacher, some children are less
i
Correspondence: email tmulyani88@gmail.co.id
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
81
Tri Mulyani, Sunardi, Sri Yamtinah
READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC
SURAKARTA, INDONESIA YEAR 2015/2016
enthusiastic, lack of concentration, less motivated to learn. This affects the learning
result. This affects the reading ability of children and determinates its low quality.
Between the 6 students in a class only one student was able to read.
During this time the teacher does not use the media in learning reading, the
teacher just write words that will be read on the board and the teacher gave an example
of how to read. The teachers teach monotonous and make children less motivated to
learn.
According to Abdurrahman (2003: 200) "…read is essentially a form of
communication board". Because reading is a form of communication so people who read
must know what he was reading. To be able to understand what is being read then go
through the steps, of reading the beginning and read further. Early reading is a
technique of reading for school in low class. While reading up given to children in high
class.
Early reading is a process involving the skills and cognitive abilities. So Early
reading skills is the ability to recognize and understand the symbol system of writing.
Montessori (2013: 311) "... read the (beginning) simply done by using games and education of
practical life senses. So read the beginning of the child's early school entry is done by using the
game ".
Government Regulation No. 72 of 1991, states that "…children in groups under
normal or slower than normal children, both social development and intelligence are called child
mentally retarded or mentally retarded, official term in Indonesia called as a child mentally
disabled".
According Murtie (2014), defines "mental retardation is one of the characteristics of
children with special needs who have a weakness in terms of the psyche. Mental retardation is
also called mental retardation, weak mind / feeble minded, mentally subnormal, deficits mental /
cognitive, mental disability / mental deficiency and intellectual disorders"
Mental retardation is a disorder that is settled, and experienced a lifetime.
Therefore, mental retardation is a condition in the field of health, social welfare and
education for children who have mental retardation and families and the community.
Mental retardation is a condition deviation a child's growth, while the growth process
itself is a major process, essential and typical in children and is the most important
thing at the child herself.
Somantri (1996: 86-87) classifies children with intellectual challenges into three,
namely:
1. Tunagrahita light (debilitated). They can still learn to read, write, and simple
arithmetic. With the guidance and education programs in time they will be able
to earn money for himself. Mild mental retardation child is not able to perform
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
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Tri Mulyani, Sunardi, Sri Yamtinah
READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC
SURAKARTA, INDONESIA YEAR 2015/2016
independently of social adjustment. Can not plan for the future and often make
mistakes. Normally do not have a physical disorder that is difficult to distinguish
physically normal children.
2. Moderate mental retardation: This group can not learn academically, such as
writing, reading, counting. Otherwhise they are still able to write simple. They
still can be educated to care for themselves such as bathing, dressing, eating,
drinking, doing simple household chores like sweeping, cleaning household
furnishings. In everyday life requires constant supervision.
3. Severe mental retardation: This group requires child care assistance in total in
terms of dressing, bathing, eating, even those requiring protection from danger
throughout his life.
According Apriyanto (2014: 31-32), the classification of a mentally retarded child
for learning purposes as follows:
1) educable (capable learners)
Children in these groups still have the ability in the academic equivalent of a
child on a regular 5th grade elementary school
2) trainable (capable trainer)
Children in this group have the ability to take care of themselves, self defense,
and social adjustment is very limited in their ability to get an academic education.
3) Custodia (capable of hospitalization)
By giving constant practice and specifically to train the children about the basics
of how to help yourself and capabilities that are communicative.
According to Wardani (2007), the special characteristics of children with
intellectual challenges / mental retardation according children with intellectual
challenges level as follows:
1. Characteristics of mild mental retardation
a) It can still learn to read, write and count simple;
b) intelligence is growing at a speed of between half and three quarters the
speed of normal children, and stopped at a young age;
c) Can hang out and learn a job that only requires semi-skilled;
d) In adulthood intelligence reached the level of normal children aged 9 and
12 years old.
2. Characteristics of moderate mental retardation
a) almost can not learn the lessons of academic;
b) It still has the potential to take care of themselves and are trained to do
something on a regular basis, can be trained to herd, follow the activities
that respect the property of others;
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
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Tri Mulyani, Sunardi, Sri Yamtinah
READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC
SURAKARTA, INDONESIA YEAR 2015/2016
c) As adults their intelligence is nothing more than a normal child of age 6
years.
3. Characteristics of severe mental retardation
a) All my life will always be dependent on the help and assistance of others;
b) Not able to maintain themselves and can not distinguish between the
dangers and not the danger;
c) Unable to speak, even if talk only able to utter the words or signs simple;
d) The intelegen although reaching adulthood ranged as high palig normal
children age 4 years.
2. Method
The method in this research is descriptive qualitative. This research was conducted in
the second semester, on March, 2016. Research subjects in this study its very important,
because the subject of research is the key of success or failure of a study. The subject
used in this study was grade II SLB D1 YPAC Surakarta in the second semester of
2015/2016 with the 6 students. Sources of data in this study explored from several
sources, namely:
1. Quantitative Data
The quantitative data in this study of Early reading ability test.
2. Qualitative Data
The qualitative data in this study was obtained from interviews and documents
that support.
Data collection techniques in this study are direct observation and tests:
1. Direct observation
Direct observation is the observation made by the observer directly to the
respondents as the research object. The observations were made formally in the
classroom during the learning process is underway to observe all the activities of the
students.
2. Tests
This method is performed to measure starters students' reading skills. As an
analytic design of the research with Qualitative approach based on three main
component (Miles and Huberman, 1992: 21-23) These three basic components include
data reduction (data reduction), presentation of data (data display), and conclusion
(verification) of data collection was about early reading skills of students through
interviews and reading tests.
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
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Tri Mulyani, Sunardi, Sri Yamtinah
READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC
SURAKARTA, INDONESIA YEAR 2015/2016
Furthermore, the validity of the data. Data validity of a study is very important
because it is the first step correctness of the data. In examining the validity of the data
used as the following steps:
1. Observation continuously. At the time of the study, researchers conducted a
careful monitoring to any response that is given to students.
2. Data Trianggulasi. Engineering checks the validity of the data that utilizes
something else outside of that data, for the purposes of checking
3. As a comparison of the data obtained.
4. Discuss with others as collaborators. Held discussions with friends who also
know about the study.
3. Results and Discussion
Description of the initial capabilities of students
Before created a plan of action, and then held the identification of early reading skills of
children. Identification results based on tests of reading ability can be seen in table 4.1
No
Code Subject
Keterangan/Information
1
A
Can read a simple word
2
B
Getting to know some letters
3
C
recognize letters
4
D
recognize letters
5
E
Getting to know some letters
6
F
recognize letters
Table 4.1: Results of tests students' ability to read the initial conditions
Based on the table above can be seen that from the six students who took the test the
ability to read only one student who had been able to read the words - simple words,
while 5 other students can not read, 3 students already recognize letters but two new
students only a few letters that have been known. This shows that the rate of early
reading skills of students is still very low
Based on these conditions, the researchers have tried to innovate in order to
understanding learning and student learning outcomes can be improved. Innovation
conducted by researchers is to use media cards display the word modified to learn to
read the beginning.
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
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Tri Mulyani, Sunardi, Sri Yamtinah
READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC
SURAKARTA, INDONESIA YEAR 2015/2016
4. Conclusions
Based on the research begins by looking at the data beginning students. Initial data
obtained from teachers after conducting tests, found that of the six students who can
read only one student.
Based on the discussion at the beginning of this study can be drawn some
conclusions. Early reading skills of students is still low, only 16% of students who can
read. 50% new and 33% recognize letters not recognize letters.
Based on the results of the research that has been done is expected an
improvement of the teaching and learning process, so that the reading skills of students
will be increased.
5. Follow-up
Follow-up that will be done will be oriented on creating a media that can improve the
learning process, so that the learning process become more interesting and can
definitely improve the reading skills of children.
References
1. Anitah,S. (2009). Media Pembelajaran. Surakarta: UNS
2. Apriyanto,
N.
(2014).
Seluk
Beluk
Tunagrahita
&
Strategi
Pembelajarannya.Jogjakarta: Javalitera
3. Aqib, Z. (2013). Model-model, media dan strategi pembelajran kontekstual (inovatif).
Bandung: yrama widya
4. Miles, M and Huberman, A.M. (1992). Analisis Data Kualitatif. Terj. Tjetjep
Rohendi Rohidi. Jakarta: Universitas Indonesia
5. Montessori, M. (2013).Metode Montessori. Jogjakarta:Pustaka Pelajar
6. Abdurrahman, M. (2003). Pendidikan Bagi Anak Berkesulitan Belajar. Jakarta: Asdi
Mahasatya
7. Murtie, A. (2014). Ensiklopedi Anak Berkebutuhan Khusus. Jogjakarta: Maxima
8. Peraturan Pemerintah No 72 Tahun 1991 Tentang Penyandang Cacat.
9. Purwanto, M. Ngalim dan Djeniah. (1997). Metodologi Pengajaran Bahasa Indonesia
di SD. Jakarta : Rosda Jayaputra
10. Salmiah, S. (2010).Retardasi Mental. Medan: Universitas Sumatra Utara
11. Somantri, S. (1996).Psikologi Anaka Luar Biasa. Jakarta: Depdikbud
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
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Tri Mulyani, Sunardi, Sri Yamtinah
READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC
SURAKARTA, INDONESIA YEAR 2015/2016
12. Wardani, I.G.A.K. (2007). Pengantar Pendidikan Luar Biasa. Jakarta : Universitas
Terbuka. Benchmark Publisher
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Tri Mulyani, Sunardi, Sri Yamtinah
READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC
SURAKARTA, INDONESIA YEAR 2015/2016
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European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
88
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.242645
THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE
IMPROVEMENT OF RETELLING STORY ABILITY OF 7TH GRADE
MENTAL RETARDED STUDENTS IN SLB C SETYA DARMA
SURAKARTA, INDONESIA YEAR 2016/2017
Abwatie Al Khakimi, Abdul Salim, Sunardi
Master of Special Education Program, Sebelas Maret University, Indonesia
Abstract:
The aim of this research is to identify the influence of leather puppet picture on the
improvement of retelling story ability of 7th grade mental retardation students in SLB C
Setya Darma Surakarta. All 7th grade students in SLB C Setya Darma Surakarta are
used as the population and sample for this research. This research is a kind of
experimental research with One Group Pretest-Posttest Design. Technique of collecting
data is conducted by using oral test as the way to collect the students’ ability of retelling
story. To analyze the data, Statistical Quantitative non Parametric is used as the
technique. This technique is also called Wilcoxon Sign Rank Test, which is given a Z
symbol. Wilcoxon test is used to test 2 variables, items: before treatment and after
treatment, with 0.05 significance level. The result of this research proves that the using
of leather puppet picture are effect for the improvement of retelling story ability of 7th
grade mental retarded students in SLB C Setya Darma Surakarta 2016/2017.
Keywords: leather puppet picture, retelling story ability of mental retarded students
1. Introduction
Language is a communicating media for human by expressing minds, information,
attitude, and feelings. Language is very important in daily life. It will be learnt from we
were born until adulthood in the environment of both family and school (Guntur, 2008:
14). For some people, language is just merely a communication media. This assumption
makes people emphasize on aspect of verbal communication rather than writing
i
Correspondence: email abwatieal@gmail.com
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
51
Abwatie Al Khakim, Abdul Salim, Sunardi
THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF
RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN
SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017
communication. In the other word, people assume that verbal communication is way
more important than communication in the form of writing (Mahayana, 2008: 1).
We learn language, especially in the subject of Bahasa Indonesia. According to
Guntur (2008: 20), in learning Bahasa Indonesia, it is given knowledge and ability of
language covering for components, namely: listening, reading, writing, and speaking.
Basically, every student has different level of language ability. Therefore, Bahasa
Indonesia is expected to help students in developing needed language ability, not only
for communication but also for understanding every kind of value and knowledge.
This research problem is on 7th grade mental retarded student in SMPLB who are
not fluent enough in language ability, especially on retelling story. The development of
retelling story ability should be conducted effectively for students as early as possible,
so that they can receive materials in school well and they can develop their speaking
skill well. It is different with normal children. Mental retarded students are included in
individuals needing special needs. One of their characteristics is having low
intelligence. It makes their ability of language is disturbed, so that their ability in
speaking and retelling simple story needs special training in education.
Based on Educational Psychology book, H.C. Witherington in Anunurrahman
(2012: 12), learning is a changing in personality expressing as a new pattern of ability,
attitude, habit, personality or understanding. In this term, someone is called learning if
he or she realizes something that she or he did not know before.
Based on this explanation, researcher chooses a suitable media as learning media
and as an effort to improve retelling story ability of 5 students of 7th grade mental
retarded students SMPLB in SLB C Setya Darma Surakarta. This ability is important to
be developed even it is still in level of junior high school.
According to elaboration above, researcher is interested to conduct a research to
improve retelling story ability of Bahasa Indonesia of mental retarded students in SLB C
Setya Darma Surakarta by observing its causes, influence, and implication as special
factors. This research will examine
The Influence of leather puppet picture on the
improvement of retelling story ability of 7th grade mental retardation students in SLB C Setya
Darma Surakarta Year 2016/2017 .
2. Research Methodology
2.1 Research Design
Experimental research method based on Sugiyono (2013: 107) can be defined as a
research method used to figure out the influence of particular treatment for something
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
52
Abwatie Al Khakim, Abdul Salim, Sunardi
THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF
RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN
SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017
else in controlled condition. This is a part of quantitative research having special
characteristic, especially its control group. Experimental research method according to
Sukardi (2013: 179) can be defined as a systematic method to build causal-effect
relationship. Generally, this research is used to answer questions related to a controlled
condition. Besides, experiment research is conducted to arrange a situation where the
influence of some variables to dependent variable can be identified.
According to Sugiyono (2013: 108), there are some kinds of Pre Experimental
Design, namely: One Shot Case Study, One Group Pretest- Posttest Design, and IntactGroup Comparison. Design used in this research was One Group Pretest-Posttest
Design, where a group of subject is given treatment in a period of time. The
measurement was done before and after treatment, and the differences between the
result of first measurement (T1) and result of the second measurement (T2) is the
influence of treatment given.
2.2 Research Variable
This research with title
The Influence of leather puppet picture on the improvement of
retelling story ability of 7 grade mental retardation students in SLB C Setya Darma Surakarta
th
Year 2016/2017 contains two variables, namely:
1. Independent Variable (X)
The independent variable in this research is leather puppet picture.
2. Dependent Variable (Y)
Dependent variable is variable influenced by dependent variable. The dependent
variable in this research is retelling story ability of 7 th grade mental retardation students
in SLB C Setya Darma Surakarta.
2.3 Technique of Collecting Data
Data in this research is indicator quality of retelling story ability of mental retarded
students. Instrument used to collect the data in this research is test, validation sheets
from contain and assessment experts.
2.4 Technique of Analyzing Data
Technique of analyzing data used in this research is quantitative descriptive analysis.
2.5 Procedure
Title of this research is
The Influence of leather puppet picture on the improvement of
retelling story ability of 7th grade mental retardation students in SLB C Setya Darma Surakarta
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
53
Abwatie Al Khakim, Abdul Salim, Sunardi
THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF
RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN
SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017
Year 2016/2017 . It contains two variables, namely:
independent variable: the
influence of leather puppet, and (2) dependent variable: retelling story ability of 7 th
grade mental retardation students in SLB C Setya Darma Surakarta. This research aims
to test hypothesis said There is significant influence of the using of leather puppet to the
development of retelling story ability of 7th grade mental retarded students in SLB C Setya
Darma Surakarta Year 2016/2017 .
The instrument used in this research is arranged based on research instrument’s
table of specification. Instrument used in this research is test, namely verbal test of
retelling story. Validity of this instrument is tested to gain valid data. 3 lecturers
validated the instrument. This research is conducted after the instrument and field
preparations are done. This research is located in SLB C Setya Darma Surakarta with 5
students of 7th grade mental retarded students on second semester year 2016/2017 as the
subject.
This research is given one basic competence, namely explaining relation between
content of story and social reality with the indicator of retelling the story in front of
class. First data is collected by using arranging data. The next step is giving treatment
by implementing leather puppet with retelling story ability. After treatment, research
gave posttest to 7th grade of mental retarded students.
Final step of this research is analyzing the results of pretest and posttest. Before
analyzing using Wilcoxon Signed Rank Test by helping of SPSS program 23 rd version,
first it is needed to explain data description of pretest and posttest with their histogram.
After that, researcher analyses data and presents research findings. The final step is
giving conclusion based on data.
3. Result
3.1 Description of the Data
1. Data of Students’ “bility ”efore Treatment
This point contains data obtained from the result of treatment test. The data is obtained
from the result of treatment test in the experiment. From the experiment, result is
obtained as follows.
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
54
Abwatie Al Khakim, Abdul Salim, Sunardi
THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF
RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN
SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017
Table 1: Data of Pretest Score
Scorer Name
Students’ Score
Total Score
ST (1)
MG (2)
TF (3)
RZ (4)
SR (5)
Abwatie
(X)
11
7
6
9
14
47
Dina
(Y)
12
6
6
8
14
46
Ida
(Z)
13
12
13
15
27
70
2. Data of Students’ “bility after Treatment
It contains data description of retelling story ability’s score of mental retarded
students after treatment. Result is obtained as follows.
Table 2: Data of Posttest Score
Students’ Score
Scorer Name
Total Score
ST (1)
MG (2)
TF (3)
RZ (4)
SR (5)
Abwatie (X)
16
17
16
19
20
88
Dina
(Y)
19
17
18
20
20
94
Ida
(Z)
14
12
12
18
23
79
Researcher conducted research for 4-5 meetings. The first meeting is used as pretest.
Second and third meeting is used as treatment, and the last meeting is used as posttest.
Table 3: Data of Pretest and Posttest Score
Statistics
Pretest
Posttest
Valid
3
3
Missing
0
0
Mean
54.33
87.00
Median
47.00
88.00
46a
79a
13.577
7.550
Minimum
46
79
Maximum
70
94
25
46.00
79.00
50
47.00
88.00
75
70.00
94.00
N
Mode
Std. Deviation
Percentiles
Based on data description above, it can be seen that average score of retelling story
ability of mental retarded student in pretest is 54.33 and average score of retelling story
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
55
Abwatie Al Khakim, Abdul Salim, Sunardi
THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF
RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN
SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017
ability of mental retarded student in posttest is 87.00. It means that there is difference
result of pretest and posttest of retelling story ability.
3.2 Result of Hypothesis Test
To prove the hypothesis that there is significant influence of using leather puppet
picture to the development of retelling story ability of 7 th grade mental retarded
students in SLB C Setya Darma Surakarta Year 2016/2017, it is used Wilcoxon Signed
Rank Test as follows.
Table 4: Data Analysis Before and After Treatment
Descriptive Statistics
N
Mean
Std. Deviation
Minimum
Maximum
Pretest
5
9.40
3.209
6
14
Posttest
5
17.60
1.817
16
20
Table 5: Result of Wilcoxon Signed Rank Test
Wilcoxon Signed Ranks Test
Ranks
posttest - pretest
N
Mean Rank
Sum of Ranks
Negative Ranks
0
a
.00
.00
Positive Ranks
5b
3.00
15.00
Ties
0c
Total
5
a. posttest < pretest
b. posttest > pretest
c. posttest = pretest
Table 6: Result Test Statistics
Test Statisticsa
posttest - pretest
Z
Asymp. Sig. (2-tailed)
-2.060b
.039
a. Wilcoxon Signed Ranks Test
b. Based on negative ranks.
Data above is processed by using SPSS 23 rd Version. Based on ranks table, it is known
that there is none negative ranks. There are 5 positive ranks and none same ranks.
Result of hypothesis test about pretest and posttest score of retelling story ability is Z = European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
56
Abwatie Al Khakim, Abdul Salim, Sunardi
THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF
RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN
SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017
2.060 withAsymp.Sig. (2-tailed) = 0,039 with significant level ( ) 5%. Asymp. Sig. (2tailed) value = 0,039 <
= 0,05 then, Ho is rejected and Ha is accepted. It means that
there is positive difference on retelling story ability score of mental retarded students
before and after treatment by using leather puppet picture.
It can be concluded that the using of leather puppet picture influences the
improvement of retelling story ability of 7th grade mental retarded students in SLB C
Setya Darma Surakarta Year 2016/2017.
4. Discussion
After conducting data analysis to test hypothesis, discussion is the next step need to be
done. The discussion is as follows. Hypothesis is said There is significant influence of
the using of leather puppet to the development of retelling story ability of 7 th grade
mental retarded students in SLB C Setya Darma Surakarta Year 2016/2017 . The using
of leather puppet picture makes retelling story of Bahasa Indonesia is easier for mental
retarded students. This media becomes alternative learning media for retelling story of
Bahasa Indonesia.
Mental retarded students have low retelling story or speaking ability. According
to Rochyadi in Apriyanto (2012: 49), there are two things needed to be concerned
related to communication process disorder. First is speaking disorder that an individual
is hard to articulate language well. Second is language disorder which is more serious
than previous one that a child is hard in understanding and using vocabulary and hard
in understanding syntaxes rules of language used.
The using of leather puppet picture ease mental retarded to improve their
retelling story ability researcher modified leather puppet picture became more
attractive with characteristics of mental retarded children. Those modifications are
giving attractive color on the puppet picture, providing stick on the puppet that makes
children easier to use. The advantages of this media are firstly; its color and picture are
attractive. Secondly, it eases children to retell their story. Thirdly, it is fun to use leather
puppet picture. It can be concluded that the using of leather puppet picture is effective
to reach learning objective.
There are also some disadvantages of this media. It consumes time to make this
media. It also needs high cost to buy some tools like Styrofoam cutter and Styrofoam
itself. Lastly, it also needs to search for proper picture with the theme; even researchers
need to draw it by themselves.
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
57
Abwatie Al Khakim, Abdul Salim, Sunardi
THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF
RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN
SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017
It can be known that there is significant difference of average score of retelling
story ability between first test (before giving treatment) and last test (after giving
treatment). The average score of retelling story ability of mental retarded student in
pretest is 54.33 and average score of retelling story ability of mental retarded student in
posttest is
.
. It means that there is improvement of mental retarded students’ ability
of retelling story. Result of hypothesis test about pretest and posttest score of retelling
story ability is Z = -2.060 with Asymp.Sig. (2-tailed) = 0,039 with significant level ( ) 5%.
Asymp. Sig. (2-tailed) value = 0,039 <
= 0,05 then, Null Hypothesis (Ho) stating that
there is no influence of the using of leather puppet to the development of retelling story
ability of 7th grade mental retarded students in SLB C Setya Darma Surakarta Year
2016/2017 is rejected. Alternative hypothesis (Ha) stating that there is influence of the
using of leather puppet to the development of retelling story ability of 7 th grade mental
retarded students in SLB C Setya Darma Surakarta Year 2016/2017 is accepted.
It can be concluded that the using of leather puppet picture is influence
significantly to improve retelling story ability of 7th grade mental retardation students in
SLB C Setya Darma Surakarta Year 2016/2017 since this media is easy and attractive to
play.
5. Conclusion
After elaborating research result of leather puppet picture to improve retelling story
ability of 7th grade mental retardation students in SLB C Setya Darma Surakarta, it can
be concluded that there is positive influence of the using of leather puppet picture for
the improvement of retelling story ability of 7th grade mental retardation students year
2016/2017.
6. Implication
Implication of this research can be in the form of theoretically and practically. Those
implications are as follows.
1. Theoretical Implication
The result of this research theoretically can improve knowledge for researcher
and teachers about leather puppet picture as one alternative media to improve retelling
story ability of 7th grade mental retarded students.
2. Practical Implication
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
58
Abwatie Al Khakim, Abdul Salim, Sunardi
THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF
RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN
SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017
The result of this research practically can be implemented is the learning process
by using leather puppet picture as an effort to improve retelling story ability of 7 th grade
mental retarded students in SLB C Setya Darma Surakarta.
7. Suggestions
Based on the conclusion, it can be suggested that:
1. For Headmaster
School is expected to motivate teacher to use leather puppet picture so, it can be
implemented as one media in school for mental retarded students.
2. For Teachers
Teachers are expected to apply this media as one of the learning media to
improve retelling story ability of mental retarded students.
3. For Students
Students, with help from teacher, are expected to use leather puppet picture
optimally by improving their retelling story ability, so that they can also get fun
learning experience.
4. For Further Researcher
Further researchers are expected to conduct further research so, they can give
more references about leather puppet picture to improve retelling story ability.
References
1. Apriyanto,
Nunung.
(2012).
SelukBelukTunagrahita&StrategiPembelajaranya.
Jogjakarta: Javalitera.
2. Aunurrahman. (2012). BelajardanPembelajaran. Bandung: Alfabeta.
3. Guntur T, Henry. (2008). BerbicaraSebagaiSuatuKeterampilanBerbahasa. Bandung:
PT. Angkasa.
4. Mahayana, Maman S. (2008). Bahasa Indonesia Kreatif. Jakarta: Penaku.
5. Sugiyono. (2013). MetodePenelitianPendidikan. Bandung: Alfabeta.
6. Sukardi. (2013). MetodologiPenelitianPendidikan. Jakarta: PT BumiAksara
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
59
Abwatie Al Khakim, Abdul Salim, Sunardi
THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF
RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN
SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017
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