Rabu, 19 September 2012

Effect of The Use Kubaca Method to Beginning Read in Deaf Students Class B1 at Kindergarden Of Karya Mulia Surabaya - Indonesia


Khofidotur Rofiah
Corresponding Author, Lecturer at Surabaya State University
Jl. Ketintang, Surabaya 60231
 East Java, Indonesia
Tel: +62857-91234030


Abstrak
The purpose of this study was to examine the influence of the kubaca methods on the results of deaf students learn to read the beginning of class B1 in Kindergarten of Kindergarten of Karya Mulia Surabaya. Implementation of this study using a research design research design Experimentation with Pre One Group Pre Test Post Test. While data collecting technique using the method of documentation of tests and observation. The subjects in this study were 8 children with hearing impairment in class B1 Kindergarten of Kindergarten of Karya Mulia Surabaya who have mild hearing loss level and have normal average IQ. The material used is read 74 basic words, stringing words into simple sentences consisting of a minimum of SPO and resolve problems related to beginning reading. Time used was 26 times with the allocation of 2 x 30 minutes of each meeting. A meeting in early for pre test and a meeting at the end to post-test.Analysis of data from the beginning to learn to read using non-parametric statistical formula type "Test Tag" (Sign Test). The results obtained demonstrate the value of Z 2.47 calculated by comparison of the critical value α = 0.5 the value of Z is a rejection limit of 1.96 <Z <-1.96 then Ho is rejected because the Z value of 2.47 calculated on the value 1, 96. The results showed a significant effect on the results of deaf students learn to read the beginning of class B1 Kindergarten of Kindergarten of Karya Mulia Surabaya between before and after the intervention is given through a Kubaca method.
Key words: Kubaca method, read the beginning, and deaf students




1.       Introduction
Language has a very important role in human life, as social beings who need each other between each other is necessary the existence of a communication. Language is the primary means of communication in conveying ideas, ideas, feelings and thoughts. Language as a means of communication with the environment (either a small neighborhood in space and time, as well as large environments in space and time).
Andreas Dwidjosumarto in (Somantri, 2006:96) suggested that a person who is not or less able to hear the voice said to the deaf. Hearing loss can be divided into two categories: those who are deaf senses of hearing damage in its early stages sehngga weight loss does not work anymore. While less is heard of their senses of hearing is damaged but still able to function to hear, either with or without the use of hearing aids (hearing aids). Mohammad Effendi (2006:56) also revealed that children with hearing impairment in the hearing process is if there is one or more organs of the outer ear, middle ear organs, and organs of the inner ear is impaired due to illness, accident, or other reasons that are not known to cause dysfunction of the auditory organ. Meanwhile, the Mufti Salim in (Somantri, 2006:93) concluded that deaf children are children who experience lack or loss of hearing caused by damage or malfunction in part or whole of hearing so that he experienced obstacles in language development. So that deaf children need guidance and special education to achieve inner and outer life they deserve.
Of the various opinions it can be concluded that deaf children are children who experience lack or loss of ability to hear either partly or wholly caused due to malfunction in part or whole of hearing, so that he can not use their hearing  tool in daily life have a devastating impact on his life in the complex and the deaf children those who experience hearing loss, so have problems in language skill.
Language skills according to Agustin (2010:1) is one of the basic skills is a prerequisite in order to communicate with others. These skills must be possessed by everyone, no exception for children with special needs, including children with hearing impairment. Impaired children with hearing impairment in auditory function that causes the child is unable to capture the information and say it again, so that language development becomes stunted. This condition causes children with hearing impairment have problems in terms of communication. This is in accordance with the opinion of deaf education experts, Daniel (in Sadjaah 2005:1) who argue that the impact hearing loss suffered by the core is concerned is impaired or barriers of language development. Children with hearing impairment need to be equipped with language skills to enable them to communicate. Efforts to develop language skills in special school administered through teaching language covering various aspects, among others: listening skills, speaking skills, reading skills and writing skills. Among some of these skills, reading plays a very important.
Ability to read and understand the contents of the reading of children with hearing impairment is generally very low when compared to normal children. This is in line with the opinion of DJ Power, 1985 (in Bunawan and Yuanti, 2000:52) which states that reading comprehension levels of children with hearing impairment under normal children. This is because of the limited vocabulary they have and because of their difficulty in pronouncing the letters and vocabulary in sentences, so the sentences were read much less or even not clear pronunciation. Sadjaah (2005:30) states that the limitations in acquiring language for hearing impaired children in the poverty of the same language to express verbally and in writing.
This is in line with the statement Lewton and Mackey (1969:129) who states that his research shows that barriers to development of the deaf child's condition has to do with the poverty of their language, because the acquisition of information that makes less power of abstraction and exploration of ideas of deaf children also experience barriers.
Children with hearing impairment have limitations in hearing problems, thus affecting also the activities of learning, especially learning to read. Children with hearing impairment can not observe the sound through the hearing. Therefore they have to catch the sound or the sound of a person through his vision, then the reading is a great way for children with hearing impairment to understand all the sounds sound it receives. Reading children with hearing impairment in children with normal reading in general (Ferniati, 2010:37).
According to Bowman read is an appropriate means to promote lifelong learning. Teach reading to children means giving the child a future, namely how to explore the world wherever he chose, and provides an opportunity to gain his purpose in life (in Sessiani, 2007:18). Reading is very important for the deaf and is the key to the success of student learning in school, because it is a prerequisite for efforts to learn a variety of other subjects. Ability to read and read high interest is the basic capital for the success of children in various subjects. According to Ashman & Elkins, 1994 (in Wibowo, 2009:3) states that many studies conducted over the last 30 years shows that the literacy levels of deaf children are several years below the child's age / class of children who can hear, especially the vocabulary deaf children is limited.
Teach children to read should be done as early as possible. This is in line with the statement Hasentab & Horner, 1982 (in Purbaningrum, 2001:2) that the deaf child's language development depends on interkorelasi of various factors include: early intervention, the intervention of language and life experiences of children associated with hearing loss. In this case reading skills is one aspect of language skills.
According Prasetyono (2008:163) the ability to read at an early age greatly influence the level of intelligence of children. The earlier a child learns to read, the more he likes to read and the better he is reading. So parents and teachers should teach children to read early on.
The ability to read is the basis for mastering a variety of sciences. If at the beginning of school age do not immediately have the ability to read, then he will have difficulty in studying a variety of learning activities. Therefore, children must learn to read so he can read to learn (Rahman, 1999). Early childhood is in a stage of growth and development of the most rapidly, both physically and mentally (Suyanto, 2005:5). It is fitting to say that early childhood is the golden age (golden age), in which the child has the potential to learn many things quickly, including learning to read. Operation of school Kindergarten or Raudhatul RA (RA) according to Competency-Based Curriculum (CBC) in 2004 focused on laying the foundations developing attitudes, knowledge, skills, and creativity in accordance with the growth and development of children (National Research and Educational Development, 2005). So education should Kindergartens should not be taken as a supplement only, due to its position as important as the education given away on it.
The existence of Kindergarten Education is very important, because the child is a determinant of the future life. John Dewey, one of the leaders of education states that education is important for several reasons as follows: (1) education is a necessity of life, (2) education as growth, (3) education as a social function. Formation of national character and quality of human resources is determined by how the provision of appropriate treatment to children as early as possible. In addition, the age from birth to six years is a critical age for children's development. Stimulation provided at this age will affect the rate of growth and development of children as well as attitudes and behaviors throughout the life span (Ministry of National Education, 2005).
This type of education provided in Kindergarten emphasizes the essence of play for children, by providing a method that largely use the system to play while learning. Materials provided were varied, including making the children ready to learn (ready to learn), that is ready to learn math, reading, and writing (Suyanto, 2005:7). Preparing children to learn at this age is expected to give good results, because, according to Montessori (in Hainstock, 2002:103) in children aged 3.5 to 4.5 years more easily learn to write, and in children aged 4-5 years easy to read and understand numbers.
It is no less important is the basic capabilities established by way of reading will continue to carry forever. At an early age, children who can not defend his memory of what has been learned is something that is very reasonable. The most important thing is the attitude that is not easily give up and desperate to keep it taught him to read. It can be concluded that the teaching of reading since the age of kindergarten or even since the age of 3 years is not something strange or not to do, because the important thing is the packaging materials and methods used. Currently there are new methods to improve the reading skills of speed reading Kubaca method created by Litasari in 2003. Once the method is tested on children aged 3-4 years, Kubaca method starts disseminated in Indonesia since July 2005, and has been registered with the Copyright No. 031 744 Date 27-12-2005. Advantage lies in the Kubaca method the word reading system as a whole, with the proper choice of words (corpus linguistics) in accordance with the development of child language acquisition as a beginner reader. So, the Kubaca method is the direct method of teaching children to read words. Then the children are taught arrange words into sentences is good and right, the child will be easier and faster in reading. This is very different from learning to read at school in general that teach the alphabet or syllables that are not meaningful.
Some principles that are used to teach the word that is not the first letter: (1) At the time of birth until the child learns to speak their parents never taught letter by letter in advance, but directly in the form of a word and sentence, (2) The children know and can recognize and use vocabulary well before learning to read. So that children easily understand and read the words that exist in everyday conversations. The eight positive things owned by Kubaca method as follows: (1) Coordination between the eyes and mouth through reading activities, (2) Train your memory by reading the word and rewrite it in a blank paper, (3)Teach fluent, (4) increase vocabulary, (5) Creating self-confident, (6) Can sort the words into a sentence that is true and meaningful through the activity of writing the words that have been read, (7) Can create a story with a 40-50 word often heard in conversation, (8) Teaching children to read early is useful to absorb further science (Source: Kubaca method).
The indicators that are emphasized in this study are; (1) Mention the 74 word cards correctly:
this, mama, papa, I, and, eat, drink, sleep, shower, clothes, balls, cars, bread, milk, buy, play, ride, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, weeks, red, blue, yellow, green, in, into, rooms, hotels, shops, schools, roads, markets, there is, that, fish, apples, bananas, vegetables, sweet, love, nice, new, can, taste, quick, pain, fear, hot, angry, no, play, buy, get in, he, cups, spoons, chairs, sat, eyes, same pocket, sate, beef, pocket, nails, cheeks, bags, books, hats, you, doctor, of, drugs. (2) Stringing words into simple sentences consisting with the correctly Indonesian language role, (3) Resolving the problems associated with reading beginning in evaluation book  and Reading Fast Book.
The stages of learning by Kubaca method is; (1) The teacher gives some word cards, (2) Teachers read the word cards and students pay attention without imitating, (3) Teachers read the word cards and students concerned with imitating, (4) Students read a word card that indicated by the teacher, (5) Teacher shuffle cards and having students read a word at random, (6) Teachers arrange the word cards into a series of sentences consisting of 2 or 3 words, (7) Students worked on several games language contained in the evaluation book  and Reading Fast Book.
Child's hearing loss was nicknamed as visual children, and therefore a whole lot of activities supported by visual function (Sadjaah, 2005:24). With characteristics like that, we need a solution that innovative methods of learning to read words with the media card to visualize the subject matter is presented to eliminate the impression of abstract, so the subject matter can be delivered effectively and efficiently.
Given the interest in learning how important the writers will read for the deaf, especially at an early age with hearing impairment, then conducted a study that aims to improve learning outcomes beginning reading through methods of deaf students read at grade B1 in Kindergarten Kindergarten of Karya Mulia Surabaya.
Based on the background presented in the exposure, it can be formulated as follows. (1) "How do Kubaca method  the results of the implementation of the method of learning to read the beginning of deaf students in classes B1 Kindergarten Kindergarten of Karya Mulia Surabaya?", (2) "How does the Kubaca method the results of deaf students learn to read the beginning of class on the B1 Kindergarten Kindergarten of Karya Mulia Surabaya ". While the goal is, (1) To assess the influence of the Kubaca methods on the results of deaf students learn to read the beginning of class B1 in Kindergarten Kindergarten of Karya Mulia Surabaya, (2) To assess the results of deaf students beginning to learn to read before and after the intervention through the Kubaca methods.
2.       Study Design
In his study using pre-experimental quantitative research design using the design of "the one group pretest posttest design". While data collecting technique using the method of documentation of tests and observation. Documentation methods for obtaining and collecting data on samples that include age, level of average intelligence and level of hearing-impaired students. Test methods used to obtain data on the child's learning outcomes before and after a given intervention is given intervention. There are two tests that used the pre test to find out the results of deaf students learn to read before beginning the intervention administered by using a Kubaca method. Then post test to find out the results of the resulting increase deaf students beginning to learn to read after given Kubaca method. Questions used on the material pre-test and post test has the same material about learning to read the beginning of deaf students. Observations in this study used as a method of support in obtaining information and data. Researchers using the method of participant observation where researchers interact in full during the learning process with research subjects.

3.       Sample of the Study

The sample used in this study are not random, this is caused by the differences in the characteristics of each student with hearing impairment. Subjects in this study of deaf students in classes B1 in  Kindergarten Kindergarten of Karya Mulia Surabaya, amounting to 8 students with the following characteristics: (1) age between 6-8 years, (2) Level 80 dB hearing loss upwards, (3) Level normal IQ 90-112. The material used is read 74 basic words, stringing words into simple sentences consisting of a minimum of SPO and resolve problems related to beginning reading. Time used was 26 times with the allocation of 2 x 30.

Table 1. Data Subjects in Research Student Class B1 at Kindergarten of Karya Mulia Surabaya

No
Name
Sex
Birthday
1.
2.
3.
4.
5.
6.
7.
8.
AH
AK
AN
DL
HA
MD
NS
YT
M
F
F
F
F
F
F
F
Surabaya, Mei  22, 2005
Surabaya, November 26, 2004
Surabaya, Mar 11, 2004
Surabaya, December   26, 2003
Surabaya, January 30, 2005
Wonogiri, Mar 08, 2005
Surabaya, June 03, 2004
Gresik, Mar 24, 2005






4.       Data Analysis
Analysis of data from the beginning to learn to read using non-parametric statistical formula type  "Sign Test". Sign test is based on positive and negative signs, the differences between pairs of observations. Not based on the magnitude of the differences. Sign test can be used to determine the effect of a particular treatment (Djarwanto, 2004:17).  As for the Interpretation of Data Analysis Results to be tested are: (1) If ZH ≤ Z tables, Ho is accepted, which means " no influence on the results of the use of Kubaca methods of learning to read the beginning of deaf students in the class B1 at Kindergarten Kindergarten of Karya Mulia Surabaya", ( 2) If ZH> Z table, it means that Ho is rejected, and Ha accepted, which means "no influence on the results of the use of Kubaca methods of learning to read the beginning of deaf students in classes B1 at Kindergarten Kindergarten of Karya Mulia Surabaya".


5.       Results
Implementation of research in improving the learning outcomes of students with hearing impairment to read the beginning Kubaca method starts by giving a pretest of reading test to all students with hearing impairment in B1 class at Kindergarten Kindergarten of Karya Mulia Surabaya. Pretest was conducted to determine the ability of deaf students to read the beginning of the 74 basic words before being given treatment or intervention. The pretest consisted of questions about the categories: (1) Read the 20 basic words, (2) The logic of language by selecting the appropriate sentence structure consisting of two words by the number as many as three questions, (3) The logic of language by selecting the appropriate sentence structure which consists of three words by the number as many as three questions, (4) Complete the sentence with an appropriate choice of words matter as much as 5, (5) Answering the questions correctly as an indication of understanding the sentence as much as 5 questions, (6) Reading sentences with 45 words which is divided into 7 matter. Pre tests are given at the beginning of the meeting before the deaf students are given the intervention. For deaf students  pretest scores in  B1 class Kindergarten Kindergarten of Karya Mulia Surabaya with 8 samples shown in table 2 below:











Table 2. Pre Test Results Data Learning Outcomes Reading Beginning Before the intervention
           Using the Kubaca method
No
Subject Name
Pretest Value Per Category Questions
Total
A
B
C
D
E
F
1
AH
8
2
3
4
2
10
29
2
AK
6
2
3
4
4
4
23
3
AN
12
2
3
4
6
14
41
4
DL
16
6
6
6
10
14
58
5
HA
17
6
3
8
8
10
52
6
MD
8
2
3
4
8
10
35
7
NS
8
6
3
2
6
11
36
8
YT
18
4
9
8
10
12
61
Average
41,9
Description:
A.       Read 20 basic words
B.       Logic language by selecting the appropriate sentence structure consisting of two words with a number of questions for 3 problems
C.       Logic language by selecting the appropriate sentence structure which consists of three words by the number of questions for 3 problems
D.      Completing sentences with an appropriate choice of words as much as 5 problems
E.       Correctly answered the question as an indication of understanding the sentence as much as 5 problems
F.       Read sentences with 45 words that are divided into 7 problems

Once researchers know the result of low reading skills beginning to learn about 74 basic words through a pretest, researchers using the method of speed reading "Kubaca" as an intervention or treatment. Time used in this study is 26 times 24 times meeting with the intervention. Any intervention performed for 2 x 30 minutes at each meeting. Material interventions are applied at each meeting is on: (1) Read the 74 basic words, (2) The logic of language, (3) Complete the sentence, (4) Reading the sentence, (5) Understand the question. This study begins with learning to read words in the classical style card first, then followed by individual learning. The learning steps are: (1) The teacher gives some word cards (as prescribed in the syllabus), (2) The teacher reads the card and students pay attention to words without imitating, (3) The teacher read out the word cards and students concerned with imitating, (4) Students read the word cards shown by teachers, (5) Master card shuffle words and having students read at random, (6) Teachers arrange the word cards into a series of sentences consisting of 2-3 words, (7) Students work on several game language contained in the book reads quickly and LKS, (8) The teacher gives a sticker reward for students who did the play of language contained in the book reads quickly and correctly LKS.

Giving post test performed after administration of the last intervention performed. Post test performed to determine the results of deaf students learn to read the beginning of class B1 Kindergarten of Karya Mulia Surabaya after the intervention is given in the form of teaching beginning reading through Kubaca methods. Tests used in post test have the same material with about pretest. This is done aims to measure how big a change / difference in the value of the beginning students learn to read between the before and after the intervention given in the form of teaching beginning reading through Kubaca methods. The results post test value can be seen in Table 3 below:










Table 3. Post Test Results Data Learning Outcomes Reading Beginning After the intervention
                  Using the Kubaca method
No
Subject Name
Pretest Value Per Category Questions
Total
A
B
C
D
E
F
1
AH
12
4
6
6
8
25
61
2
AK
11
2
3
4
6
24
50
3
AN
20
4
6
8
8
40
86
4
DL
20
6
9
6
8
41
90
5
HA
20
4
6
6
8
37
81
6
MD
16
4
6
10
10
40
86
7
NS
13
2
3
8
6
26
58
8
YT
20
6
6
6
8
39
85
Average
74,6
Description:
A.       Read 20 basic words
B.       Logic language by selecting the appropriate sentence structure consisting of two words with a number of questions for 3 problems
C.       Logic language by selecting the appropriate sentence structure which consists of three words by the number of questions for 3 problems
D.      Completing sentences with an appropriate choice of words as much as 5 problems
E.       Correctly answered the question as an indication of understanding the sentence as much as 5 problems
F.       Read sentences with 45 words that are divided into 7 problems

Table 4. Recapitulation of Results Pre Test and Post Test Results through Learning Beginning Reading
               The use of Kubaca method
No
Subject Name
Pretest Value
Post Test Value
1
AH
29
61
2
AK
23
50
3
AN
41
86
4
DL
58
90
5
HA
52
81
6
MD
35
86
7
NS
36
58
8
YT
61
85
Average
41,9
74,6

The following analysis will be presented by using the “Sign Test” Zh, to make estimates about the critical value of a distribution is taken continuously against a population at test patterns pre-test and post test results to learn to read the beginning.




Table 5. Work Table Test Results Pre and Post Test in changes sign (+ / -) About   the Use of  Kubaca
Method to Beginning of Reading Ability Deaf students in B1 Class at Kindergarten of Karya     Mulia Surabaya
No
Name
Value
Change Sign +/-
Pre test
Post Test
1
AH
29
61
+
2
AK
23
50
+
3
AN
41
86
+
4
DL
58
90
+
5
HA
52
81
+
6
MD
35
80
+
7
NS
36
58
+
8
YT
61
85
+
Total (+) Sign
X= 8


6.       Results from the Interview
Effect of Use of Kubaca Methods on Student Learning Outcomes Beginning of Reading  in B1of Deaf Class at Kindergarten of Karya Mulia Surabaya. The critical value α = 0.5 the value of Z is a rejection limit of 1.96 <Z <-1.96 as calculated Z value of 2.47 above the value of 1.96 then Ho is rejected. Means that there are significant effects after being given treatment or intervention in subjects using the Kubaca method on the ability of deaf students to read the beginning of class B1 at Kindergarten of Karya Mulia Surabaya on 5 aspects of capabilities include: (1) Read the 74 basic words, (2) The logic of language, (3) Complete the sentence, (4) Reading the sentence, (5) Understand the question. The results showed that there was a significant influence on the results of deaf students learn to read the beginning of class B1 in Kindergarten of Karya Mulia Surabaya after the intervention by using a Kubaca method. There is a very good change between the pre test and post test. This is evident from the significant difference in the value of the tests conducted before and after the intervention given by the Kubaca method. In this study there are some problems that cause results not optimal, among others: (1) Most of the students do not go to class, seen in the case of NS, (2) Lack of motivation to learn the child that causes the child is often sleepy and lazy learning, seen in the case of AK , (3) Limitations of the grasp of the material provided that the influence of the deafness, seen in the case of AH and MD. These problems can be solved by giving each repetition of previous material for intervention aimed at early times so that students do not easily forget on material previously provided and to catch up material for students who do not enter.

Apart from all that, the Kubaca method in this study has proven that early childhood is also potentially be taught to read. This is in accordance with the opinion. Prasetyono (2008:163) the ability to read at an early age greatly influence the level of intelligence of children. The earlier a child learns to read, the more he likes to read and the better he is reading. So parents and teachers should teach children to read early on. This is because early childhood is in a stage of growth and development of the most rapidly, both physically and mentally (Suyanto, 2005:5). It is fitting to say that early childhood is the golden age (golden age), in which the child has the potential to learn many things quickly, including learning to read.
This compares with a study conducted Litasari, inventor and developer of the Kubaca method, in 2003 against some of the subjects with normal intelligence and aged 3 years and over (toddler) in the early literacy training using the Kubaca methods that to achieve a success rate above 90%. (Source: Kubaca). The study supports the results of this research that Kubaca method is a significant method used to improve learning outcomes of students with hearing impairment to read the beginning of class B1at Kindergarten of Karya Mulia Surabaya.


7.       Conclusion
There is a significant influence on the results of deaf students learn to read the beginning of class B1 Kindergarten of  Karya Mulia Surabaya by using Kubaca method. It can be proved from the results of deaf students learn to read before beginning the intervention administered to obtain an average value of 41.9 and after a given intervention through the Kubaca method the results of deaf students learn to read the beginning of class B1at Kindergarten of  Karya Mulia Surabaya has increased with the average value of 74 ,6. Based on these results, it can be known to calculate the Z value of 2.47 is greater than the critical value α = 0.5 the value of Z is a rejection limit of 1.96 <Z <-1.96. So the testing that has been made known that the null hypothesis is rejected and accepted working hypothesis. This means there is an influence on the results of the use of Kubaca methods of learning to read the beginning of deaf students in B1 classes at Kindergarten of Karya Mulia Surabaya. Efforts to improve learning outcomes of students with hearing impairment to read the beginning of an early age (kindergarten age) one of them is the way through the use of the Kubaca method. It has been proved by research that states: There is the influence of the use of the Kubaca  methods the results of deaf students learn to read the beginning of class B1.

As for suggestions that can be given, namely: (1) All material both LKS and Fast Reading Books on the Kubaca method, using block letters. Better for children with hearing impairment, especially students in Kindergarten of  Karya Mulia Surabaya, the material is given using Latin letters upright up right Latin letters continued for concatenated used also to control speech, (2) The material on the Kubaca method, the image is not given to explain the word (but at LKS and there remains a Quick Read book illustration). Better for children with hearing impairment, especially students Kindergarten of  Karya Mulia Surabaya awarded image to make the perception of the concept. This is because children with hearing impairment is more able to digest the information properly use visual aids (pictures), (3) The Kubaca method of level 1, the targeted time is 24 X 60 minutes, but for children with hearing impairment need additional time to further understanding of the concept of a word form provided, so in addition to the student can read (translate written symbols into speech) but they also understand the meaning of a word.

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