Pembelajaran Kosakata dan Kemampuan Berbahasa terhadap Anak Tunagrahita
DOI:
https://doi.org/10.61132/morfologi.v2i3.603Keywords:
Children with Intellectual Disabilities, Language Ability, LearningAbstract
Vocabulary learning is the initial learning so that children have the ability to read and speak. However, there are some children who have barriers to developing their language skills, one of which is children with disabilities. The obstacle is caused by their low intelligence so that it is difficult to understand and record information related to language, both understanding vocabulary and the ability to pronounce it as well as limited media that support the learning process. Therefore, a more effective way of improving language skills for children with disabilities is needed so that they do not fall behind other children. This research aims to find effective learning methods in developing language skills in children with disabilities. Using the Systematic Literature Review (SLR) research method by reviewing and identifying previous research related to language development in children with disabilities, various supportive learning methods were found such as music therapy, anagram games, role play methods, picture crosswords, visuomotor learning methods, storytelling, and card media.
Downloads
References
Roiyasa, N. (2023, March). TERAPI WICARA BERPUSAT PADA SISWA PADA ANAK TUNA GRAHITA. In Prosiding Seminar Nasional LPPM Unsoed (Vol. 12, pp. 519-528).
Fauziyah, U. S., & Nugraheni, A. S. (2021). Mengenalkan Huruf Abjad Pada Anak Tuna Grahita Ringan Dengan Metode Pembelajaran Visuomotor. Jurnal Pendidikan Dasar Nusantara, 6(2), 116-129.
Hutasoit, P. O., Nababan, B. D., Sagala, M., Silitonga, M., Sihombing, P. L., & Widiastuti, M. (2023). Pemanfaatan Media Poster Abjad Sebagai Upaya Peningkatan Kemampuan Pengenalan Huruf Siswa Penyandang Tuna Grahita di SLB Negeri Siborong-borong. ALKHIDMAH: Jurnal Pengabdian dan Kemitraan Masyarakat, 1(1), 1-16.
Febriana, N., Anggraini, D., & Alhusna, A. (2023). MENINGKATKAN PERKEMBANGAN BAHASA MELALUI METODE STORY TELLING PADA ANAK TUNAGRAHITA DI PANTI SOSIAL BINA GRAHITA HARAPAN IBU (PSBGHI) PADANG. Jurnal Gembira: Pengabdian Kepada Masyarakat, 1(06), 1811-1818.
Purba, N. (2021). PENGEMBANGAN MEDIA KARTU KOSAKATA UNTUK PENINGKATKAN KEMAMPUAN BERBICARA ANAK TUNAGRAHITA MAMPU LATIH.
Sanusi, R., Dianasari, E. L., Khairiyah, K. Y., & Chairudin, R. (2020). Pengembangan flashcard berbasis karakter hewan untuk meningkatkan kemampuan mengenal huruf anak tunagrahita ringan. Jurnal Pendidikan Edutama, 7(2), 37.
Sari, A. P., & Rianto, E. (2020). Media Teka-Teki Silang Bergambar Terhadap Penguasaan Kosakata Pengenalan Anggota Keluarga Pada Anak Tunagrahita Ringan. Jurnal Pendidikan Khusus, 15(1).
Sari, M. U. K., Kasiyun, S., Ghufron, S., & Sunanto, S. (2021). Upaya Meningkatkan Penguasaan Kosakata Bahasa Indonesia dengan Menggunakan Permainan Anagram di Sekolah Dasar. Jurnal Basicedu, 5(5), 3614-3624.
Hamidah, U. (2020). Pengaruh Model Pembelajaran Langsung Terhadap Peningkatan Kosa Kata Warna Anak Tunagrahita Ringan Kelas 4 di SLB Muhammadiyah Lamongan. Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 4(2), 181-196.
Sulistiani, A., Ratnawati, I. I., & Maryatin, M. (2021). Pemerolehan Kosakata Berdasarkan Kelas Kata Bahasa Indonesia pada Anak Tunagrahita Kelas VI Sdlb C Negeri Balikpapan Kajian Psikolinguistik. Jurnal Basataka (JBT), 4(2), 161-168.
Duyo, U. (2021). Penggunaan Terapi Musik Untuk Meningkatkan Kemampuan Pemahaman Kosakata Pada Anak Tuna Grahita Kelas Dasar IV SLB-C Katolik Santa Anna Tomohon. Jurnal Ilmiah Wahana Pendidikan, 7(8), 459-462.
Putri, C. A. F. (2023). Efektivitas Metode Bernyanyi Melalui Audio Visual terhadap Peningkatan Kosakata Anak Tunagrahita kelas III/C1 di SLB Negeri Surakarta Tahun Ajaran 2022/2023.
Widiastuti, N. L. G. K., & Winaya, I. M. A. (2019). Prinsip Khusus Dan Jenis Layanan Pendidikan Bagi Anak Tunagrahita. Jurnal Santiaji Pendidikan (JSP), 9(2), 116–126. https://doi.org/10.36733/jsp.v9i2.392.
Puranik, C. S., Petscher, Y., & Lonigan, C. J. (2014). Learning to Write Letters: Examination of Student and Letter Factors. Journal of Experimental Child Psychology, 128, 152–170. https://doi.org/10.1016/j.jecp.2014.07.009.Learning.
Zemlock, D., Vinci-Booher, S., & James, K. H. (2018). Visual–Motor Symbol Production Facilitates Letter Recognition in Young Children. Reading and Writing, 31(6), 1255–1271. https://doi.org/10.1007/s11145-018-9831-z.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
