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Kartika Kartika
Universitas Negeri Surabaya

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The Effect of Using Illustrated Crossword Media to Improve the English Reading Ability of Intellectually Disabled Students Kartika Kartika; Pamuji Pamuji; Asri Wijiastuti
Jurnal ORTOPEDAGOGIA Vol 11, No 2 (2025): November (On Progress)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i22025p217-225

Abstract

The ability possessed by mentally retarded students in reading English is still in the low category compared to students in general. In their learning, mentally retarded students need help in the form of media to make it easier for students to understand the material explained by the teacher. One of the media that can be used in learning is a pictorial crossword puzzle. Besides being able to facilitate understanding, crossword puzzles can also make learning activities more fun. This study aims to determine the reading ability of mentally retarded students in learning English before and after the application of pictorial crossword puzzles. This study uses a research method in the form of a quantitative method using a Pre Experimental Design approach in the form of One Group Pretest-Posttest Design. For the data collection process using a test instrument in the form of questions. This research was conducted using the subject of students with mental retardation class VII SMPLB . The results showed that with the use of pictorial crossword puzzles, students' English reading skills increased based on the difference in scores obtained at the pretest and posttest. The value obtained during the posttest is greater than the value obtained at the pretest. The conclusion in this study is that the use of crossword puzzles has an influence in improving students' English reading skills. This can be seen through the results of the Wilcoxon test which shows that Asymp. Sig. (2-tailed) < 0.05.
Analysis of Language Disorders in the Deaf: Literature Review of Factors, Patterns, and Intervention Strategies Arista Widyawati; Kartika Kartika; Sujarwanto Sujarwanto
Jurnal ORTOPEDAGOGIA Vol 11, No 2 (2025): November (On Progress)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i22025p15-18

Abstract

Language disorders in deaf people include difficulties in phonological production, syntactic structure, and vocabulary mastery, which are rooted in auditory perception limitations. This study uses a literature review method to analyze various language learning approaches designed for deaf people. The results of the review indicate that deaf people often experience sound deviations such as insertion, omission, and substitution of vowels and consonants. In addition, they face difficulties in constructing simple and complex sentences due to limited exposure to spoken language patterns. Vocabulary mastery is also a major challenge due to minimal hearing experience, although visual-based learning media have proven effective in helping them understand and remember new words. The study also highlights the importance of pragmatic aspects in language, where deaf people often have difficulty adjusting language use to certain social contexts. Various learning methods, such as the use of visual media (BISINDO videos, magic trees), demonstration methods, and interactive learning models such as Make A Match, have been shown to improve the language skills of deaf people. In addition, family involvement and educator training are key elements in successful learning. In conclusion, effective learning interventions should include a holistic approach, which not only improves technical language skills, but also social skills. With innovative learning strategies and ongoing support from families, educators, and communities, deaf people have great potential to overcome their language barriers.
Co-Authors Arista Widyawati Asri Wijiastuti Pamuji Pamuji SUJARWANTO