EFEKTIFITAS PENGGUNAAN MOBILE ASSISTED LANGUAGE LEARNING UNTUK MENINGKATKAN KOSAKATA ANAK INTELLECTUAL DISABILITY DI SURAKARTA
DOI:
https://doi.org/10.51878/cendekia.v5i2.4852Keywords:
Mobile Assisted Language Learning, Kosakata, Intellectual DisabilityAbstract
Intellectual disabilities are children who have a level of intelligence that is significantly below the average of children of the same age and accompanied by an inability to adapt to behavior that appears at the developmental stage. Children with intellectual disabilities or intellectual disabilities have limitations in learning, difficulty concentrating, perceptual disorders, and a tendency to forget. To determine the effectiveness of using MALL to improve vocabulary in children with Intellectual Disabilities. This research method includes quasi-experimental research with a quantitative research type. The sampling technique was carried out by purposive sampling with 20 child respondents with Intellectual Disabilities. Data The data collected will be analyzed univariately and bivariately, with the Shapiro-Wilk normality test, then the homogeneity test with the independent t-test, and the hypothesis test using the Ngain Score Test. The results of the study revealed that there was a difference in post-test values ??which before treatment had a mean (average) of 27.15 and after treatment had a mean (average) of 32.70. For the minimum value before treatment is 15 and after treatment is 25, while the maximum value before treatment is 37 and after treatment is 38. Based on the results of the Paired T-Test, the p value (Sig.) Is 0.000 where this value is smaller than the p value <0.05 so it can be concluded that there is an effectiveness of Using Mobile Assisted Language Learning to Improve the Vocabulary of Children with Intellectual Disabilities. There is an effectiveness of Using Mobile Assisted Language Learning to Improve the Vocabulary of Children with Intellectual Disabilities.
ABSTRAK
Disabilitas intelektual adalah anak-anak yang memiliki tingkat intelegensi yang signifikan di bawah rata-rata anak seusianya dan disertai dengan ketidakmampuan beradaptasi terhadap perilaku yang muncul pada tahap perkembangan. Anak tunagrahita atau disabilitas intelektual memiliki keterbatasan dalam belajar, kesulitan untuk memusatkan perhatian, kelainan persepsi, dan kecenderungan untuk lupa. Untuk mengetahui efektifitas penggunaan MALL untuk meningkatkan kosakata pada anak Intellectual Disability. Metode penelitian ini termasuk penelitian eksperimen semu dengan jenis penelitian kuantitatif. Teknik pengambilan sampel dilakukan dengan purposive sampling dengan 20 responden anak dengan Intellectual Disability. Data Data yang terkumpul akan dianalisis secara univariat dan bivariat, dengan uji normalitas shapiro-wilk, selanjutnya uji homogenitas dengan independent t-test, serta uji hipotesis menggunakan Uji Ngain Score. Hasil penelitian mengungkapkan bahwa terdapat perbedaan nilai post-test yang sebelum perlakuan memiliki mean (rata-rata) yaitu 27.15 dan setelah perlakuan memiliki mean (rata-rata) yaitu 32.70. Untuk nilai minimum sebelum perlakuan adalah 15 dan sesudah perlakuan yaitu 25, sedangkan nilai maksimum sebelum perlakuan adalah 37 dan sesudah perlakuan adalah 38. Berdasarkan hasil Uji Paired T-Test , maka didapatkan nilai p (Sig.) sebesar 0,000 dimana nilai ini lebih kecil dari nilai p<0,05 sehingga dapat disimpulkan terdapat efetivitas Penggunaan Mobile Assisted Language Learning untuk Meningkatkan Kosakata Anak Intellectual Disability. Terdapat efetivitas Penggunaan Mobile Assisted Language Learning untuk Meningkatkan Kosakata Anak Intellectual Disability.
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