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Abstract
Background: Penguasaan pembelajaran bahasa Inggris baik bagi peserta didik ataupun pengajar di Sekolah Luar Biasa merupakan hal yang tidak mudah untuk diimplementasikan dikarenakan proses untuk mencapai target belajar berbeda dengan kelas regular. Beragam faktor seperti dari segi kognitif, fokus, interaksi, komunikasi, minat, motivasi, emosi, kecemasan, keterlibatan antara siswa dan pengajar, konten materi, dan media belajar memberikan pengaruh pada proses dan hasil pembelajaran bahasa Inggris. Oleh karena itu, dibutuhkan media pembelajaran yang menarik, mudah didapatkan, dan dapat menstimulus minat serta motivasi siswa SLB, salah satunya adalah Audible Flashcard. Tujuan dari kegiatan pengabdian masyarakat ini untuk memberikan pelatihan kepada para pengajar di SLB Mahardika Depok dan disimulasikan kepada beberapa siswa SLB tersebut. Metode: Metode kegiatan pengabdian kepada masyarakat menggunakan empat tahapan yakni sosialisasi, pelaksanaan, penerapan teknologi, dan evaluasi. Hasil: Dengan langkah membuat rencana kegiatan pengabdian masyarakat dan disertai dengan analisis kebutuhan melalui observasi, hasil kegiatan pengabdian masyarkat ini menunjukkan para guru menyatakan respon yang positif dalam keikutsertaan pada pelatihan PkM ini. Kesimpulan: Peserta guru mengungkapkan adanya peningkatan pengetahuan mengenai media pembelajaran berbasis multimodalitas, seperti Audible Flashcards. Mereka juga menyatakan rasa percaya diri dan efikasi untuk menggunakan media pembelajaran serupa di masa mendatang.
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© 2022 Oleh authors. Lisensi Jurnal Solma, LPPM-Uhamka, Jakarta. Artikel ini bersifat open access yang didistribusikan di bawah syarat dan ketentuan Creative Commons Attribution (CC BY) license. (http://creativecommons.org/licenses/by/4.0/).
References
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- Agustina, M. T., Amaliyah, S., & Pavita, M. D. A. (2023). The effects of using Flashcard learning media to improve reading comprehension in children with Dyslexia. International Journal of Research in Education, 3(2), 188–197. https://doi.org/10.26877/ijre.v3i2.15222
- Alanazi, M. S. (2017). Use of Flashcards in dealing with reading and writing difficulties in SEN students. Multidisciplinary Journal of Educational Research, 7(1), 53. https://doi.org/10.17583/remie.2017.2211
- Ali Saad Al- Yaari, S. (2013). Using audio-visual aids and Computer-Assisted Language Instruction (CALI) to overcome learning difficulties of reading in students of special needs. Journal for the Study of English Linguistics, 1(2), 168. https://doi.org/10.5296/jsel.v1i2.4741
- Anggraeni, S. F., Hastuti, W. D., & Ediyanto. (2022). Penerapan media Flashcard pada kemampuan membaca permulaan anak Tunagrahita kelas 2 di SLB Putra Jaya. Jurnal Multidisiplin Madani, 2(9), 3500–3506. https://doi.org/10.55927/mudima.v2i9.976
- Bechtolt, S., McLaughlin, T. F., Derby, K. M., & Blecher, J. (2014). The effects of direct instruction flashcards and a model, lead, test procedure on letter recognition for three preschool students with developmental disabilities. Journal on Developmental Disabilities, 20(1), 5–15.
- Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (2003). Teaching English as a foreign language. Routledge.
- Febriyanti, R. H., & Sundari, H. (2024). Pelatihan pemanfaatan media instruksional berbasis Augmented Reality pada pembelajaran bahasa Inggris untuk para guru Sekolah Luar Biasa. Jurnal PkM (Pengabdian Kepada Masyarakat), 7(3), 356. https://doi.org/10.30998/jurnalpkm.v7i3.22371
- Habibi, N. (2017). The use of Flashcards in improving vocabulary mastery of students with disability. INKLUSI: Journal of Disability Studies, 4(2), 197. https://doi.org/10.14421/ijds.040203
- Harmer, J. (2007). How to teach English. Pearson Education Ltd.
- Kim, M. S. (2017). Multimodal modeling activities with special needs students in an informal learning context: Vygotsky revisited. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2133–2154. https://doi.org/10.12973/eurasia.2017.01218a
- Kurniawati, E. S. (2017). Pengaruh media Fun Thinkers terhadap penguasaan kosakata bahasa Inggris anak Tunarungu kelas VII SMPLB-B di SLB Wiyata Dharma 1 Sleman. Jurnal Widia Ortodidaktika, 6(7), 654–664.
- Manu, G. A., & Masan, P. L. (2020). Aplikasi Text To Speech untuk meningkatkan pembelajaran bahasa Inggris bagi siswa Disabilitas. Jurnal Pendidikan Teknologi Informasi (JUKANTI), 3(2), 17–26. https://doi.org/10.37792/jukanti.v3i2.217
- Meda, L., & Waghid, Z. (2022). Exploring special need students’ perceptions of remote learning using the multimodal model of online education. Education and Information Technologies, 27(6), 8111–8128. https://doi.org/10.1007/s10639-022-10962-4
- Nugraheni, N. E., & Kristian, L. D. (2019). Penerapan metode Total Physical Response (TPR) untuk meningkatkan keterampilan kosakata bahasa Inggris bagi siswa Tunagrahita. JLA (Jurnal Lingua Applicata), 2(1), 60. https://doi.org/10.22146/jla.35177
- Prasertsin, U., Lopprasert, A., & Wanprakob, S. (2020). Guidelines on the use of vocabulary flashcard applications to develop reading skills of children with learning disabilities. Kasetsart Journal of Social Sciences, 41(3), 545–550. https://doi.org/10.34044/j.kjss.2020.41.3.14
- Pratama, S. S., & Hadi, M. S. (2023). The vocabulary building audio-visual media: An innovation in vocabulary expertise. Jurnal Studi Guru Dan Pembelajaran, 6(1), 1–8. https://doi.org/10.30605/jsgp.6.1.2023.1994
- Puradireja, S. M. (2022). The effectiveness of Flashcard media and letter learning applications to help Dyslexic children’s reading ability in Elementary school. Child Education Journal, 4(1), 61–78. https://doi.org/10.33086/cej.v4i1.2834
- Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching & applied linguistics. Longman.
- Sediyani, T. (2017). Integration of audio-visual multimedia for special education pre-service teachers ’ self reflections in developing teaching competencies. Journal of Education and Practice, 8(6), 106–112.
- Sriyanti, L., & Fatwati, U. (2019). The use of flashcards to improve communications on using prepositions in autistic child. The 2nd The Indonesian Conference on Disability Studies and Inclusive Education (ICODIE ) 3-4 December 2019, 2, 27–46.
- Subaihah, Y. Y., Alfinuha, S., Hasanah, M., & Indrawati, I. (2023). Improved ability to recognize letters through Flashcard media with maximization memory for children with Autistic Special Needs. Journal Universitas Muhammadiyah Gresik Engineering, Social Science, and Health International Conference (UMGESHIC), 2(1), 95. https://doi.org/10.30587/umgeshic.v2i1.5128
- Surkamp, C., & Viebrock, B. (2018). Teaching English as a foreign language: An introduction. In Teaching English as a Foreign Language: An Introduction. Springer Nature.
- Syukri, S., & Humaera, I. (2019). Gaining motivation on English learning for Special Need Students using Flashcards, Foldable books and Posters in EFL context. Langkawi: Journal of The Association for Arabic and English, 5(2), 91. https://doi.org/10.31332/lkw.v5i2.1303
- Thresia, F., & Latif, A. (2022). Penggunaan Bibo application untuk pembelajaran bahasa Inggris Anak Berkebutuhan Khusus. Jurnal Lentera Pendidikan Pusat Penelitian Lppm Um Metro, 7(2), 196. https://doi.org/10.24127/jlpp.v7i2.2394
- Ting, K. Y. (2014). Multimodal resources to facilitate language learning for students with special needs. International Education Studies, 7(8), 85–93. https://doi.org/10.5539/ies.v7n8p85
- Wahyuni, N. C. (2019). The use of Puppet and Flashcard as media in veaching Vocabulary for Children with Special Needs. ELT Forum: Journal of English Language Teaching, 8(2), 136–142. https://doi.org/10.15294/elt.v8i2.31786
- Weber, K. P. (2015). The effects of repeated readings and Flashcard error drill the reading accuracy and fluency with rural middles school student with learning disabilities. Academic Research International, 2(June), 388–393.
References
Abrishamizadeh, N., Ghasemtabar, S. A., & Ghasemtabar, S. A. (2022). The effectiveness of embedded picture Flashcard training on spelling performance of students with special learning disorder. Educational Psychology, 17(61), 119–138. https://doi.org/10.22054/jep.2022.55123.3135
Agustina, M. T., Amaliyah, S., & Pavita, M. D. A. (2023). The effects of using Flashcard learning media to improve reading comprehension in children with Dyslexia. International Journal of Research in Education, 3(2), 188–197. https://doi.org/10.26877/ijre.v3i2.15222
Alanazi, M. S. (2017). Use of Flashcards in dealing with reading and writing difficulties in SEN students. Multidisciplinary Journal of Educational Research, 7(1), 53. https://doi.org/10.17583/remie.2017.2211
Ali Saad Al- Yaari, S. (2013). Using audio-visual aids and Computer-Assisted Language Instruction (CALI) to overcome learning difficulties of reading in students of special needs. Journal for the Study of English Linguistics, 1(2), 168. https://doi.org/10.5296/jsel.v1i2.4741
Anggraeni, S. F., Hastuti, W. D., & Ediyanto. (2022). Penerapan media Flashcard pada kemampuan membaca permulaan anak Tunagrahita kelas 2 di SLB Putra Jaya. Jurnal Multidisiplin Madani, 2(9), 3500–3506. https://doi.org/10.55927/mudima.v2i9.976
Bechtolt, S., McLaughlin, T. F., Derby, K. M., & Blecher, J. (2014). The effects of direct instruction flashcards and a model, lead, test procedure on letter recognition for three preschool students with developmental disabilities. Journal on Developmental Disabilities, 20(1), 5–15.
Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (2003). Teaching English as a foreign language. Routledge.
Febriyanti, R. H., & Sundari, H. (2024). Pelatihan pemanfaatan media instruksional berbasis Augmented Reality pada pembelajaran bahasa Inggris untuk para guru Sekolah Luar Biasa. Jurnal PkM (Pengabdian Kepada Masyarakat), 7(3), 356. https://doi.org/10.30998/jurnalpkm.v7i3.22371
Habibi, N. (2017). The use of Flashcards in improving vocabulary mastery of students with disability. INKLUSI: Journal of Disability Studies, 4(2), 197. https://doi.org/10.14421/ijds.040203
Harmer, J. (2007). How to teach English. Pearson Education Ltd.
Kim, M. S. (2017). Multimodal modeling activities with special needs students in an informal learning context: Vygotsky revisited. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2133–2154. https://doi.org/10.12973/eurasia.2017.01218a
Kurniawati, E. S. (2017). Pengaruh media Fun Thinkers terhadap penguasaan kosakata bahasa Inggris anak Tunarungu kelas VII SMPLB-B di SLB Wiyata Dharma 1 Sleman. Jurnal Widia Ortodidaktika, 6(7), 654–664.
Manu, G. A., & Masan, P. L. (2020). Aplikasi Text To Speech untuk meningkatkan pembelajaran bahasa Inggris bagi siswa Disabilitas. Jurnal Pendidikan Teknologi Informasi (JUKANTI), 3(2), 17–26. https://doi.org/10.37792/jukanti.v3i2.217
Meda, L., & Waghid, Z. (2022). Exploring special need students’ perceptions of remote learning using the multimodal model of online education. Education and Information Technologies, 27(6), 8111–8128. https://doi.org/10.1007/s10639-022-10962-4
Nugraheni, N. E., & Kristian, L. D. (2019). Penerapan metode Total Physical Response (TPR) untuk meningkatkan keterampilan kosakata bahasa Inggris bagi siswa Tunagrahita. JLA (Jurnal Lingua Applicata), 2(1), 60. https://doi.org/10.22146/jla.35177
Prasertsin, U., Lopprasert, A., & Wanprakob, S. (2020). Guidelines on the use of vocabulary flashcard applications to develop reading skills of children with learning disabilities. Kasetsart Journal of Social Sciences, 41(3), 545–550. https://doi.org/10.34044/j.kjss.2020.41.3.14
Pratama, S. S., & Hadi, M. S. (2023). The vocabulary building audio-visual media: An innovation in vocabulary expertise. Jurnal Studi Guru Dan Pembelajaran, 6(1), 1–8. https://doi.org/10.30605/jsgp.6.1.2023.1994
Puradireja, S. M. (2022). The effectiveness of Flashcard media and letter learning applications to help Dyslexic children’s reading ability in Elementary school. Child Education Journal, 4(1), 61–78. https://doi.org/10.33086/cej.v4i1.2834
Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching & applied linguistics. Longman.
Sediyani, T. (2017). Integration of audio-visual multimedia for special education pre-service teachers ’ self reflections in developing teaching competencies. Journal of Education and Practice, 8(6), 106–112.
Sriyanti, L., & Fatwati, U. (2019). The use of flashcards to improve communications on using prepositions in autistic child. The 2nd The Indonesian Conference on Disability Studies and Inclusive Education (ICODIE ) 3-4 December 2019, 2, 27–46.
Subaihah, Y. Y., Alfinuha, S., Hasanah, M., & Indrawati, I. (2023). Improved ability to recognize letters through Flashcard media with maximization memory for children with Autistic Special Needs. Journal Universitas Muhammadiyah Gresik Engineering, Social Science, and Health International Conference (UMGESHIC), 2(1), 95. https://doi.org/10.30587/umgeshic.v2i1.5128
Surkamp, C., & Viebrock, B. (2018). Teaching English as a foreign language: An introduction. In Teaching English as a Foreign Language: An Introduction. Springer Nature.
Syukri, S., & Humaera, I. (2019). Gaining motivation on English learning for Special Need Students using Flashcards, Foldable books and Posters in EFL context. Langkawi: Journal of The Association for Arabic and English, 5(2), 91. https://doi.org/10.31332/lkw.v5i2.1303
Thresia, F., & Latif, A. (2022). Penggunaan Bibo application untuk pembelajaran bahasa Inggris Anak Berkebutuhan Khusus. Jurnal Lentera Pendidikan Pusat Penelitian Lppm Um Metro, 7(2), 196. https://doi.org/10.24127/jlpp.v7i2.2394
Ting, K. Y. (2014). Multimodal resources to facilitate language learning for students with special needs. International Education Studies, 7(8), 85–93. https://doi.org/10.5539/ies.v7n8p85
Wahyuni, N. C. (2019). The use of Puppet and Flashcard as media in veaching Vocabulary for Children with Special Needs. ELT Forum: Journal of English Language Teaching, 8(2), 136–142. https://doi.org/10.15294/elt.v8i2.31786
Weber, K. P. (2015). The effects of repeated readings and Flashcard error drill the reading accuracy and fluency with rural middles school student with learning disabilities. Academic Research International, 2(June), 388–393.