Khofidotur Rofiah
Corresponding Author, Lecturer at
Surabaya State University
Jl. Ketintang, Surabaya 60231
East Java, Indonesia
E-mail: khofie_whb@yahoo.co.id
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.
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.
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).
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.
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.
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
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
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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