Author
Tira Nalvianti Rahmi(1
),
Eva Septiana(2),
Psikologi Pendidikan, Universitas Indonesia, Indonesia(1)
Psikologi Pendidikan, Universitas Indonesia, Indonesia(2)
Corresponding Author
| Article Analytic |
Published : 2023-04-21
Article can trace at:
Article Metrics
Abstract Views: 434 times
PDF Downloaded: 217 times
Abstract
Kesalahan artikulasi dalam berbicara dilihat sebagai gangguan komunikasi yang sering terjadi pada anak usia dini. Hanya saja, umumnya pada usia 5 tahun, anak sudah terdengar seperti telah menguasai artikulasi bahasanya sehingga dapat berbicara dengan lebih jelas dan mudah dipahami. Adanya masalah artikulasi dinilai dapat memengaruhi pengoptimalan perkembangan anak pada jenjang akhir prasekolah. Penelitian ini bertujuan untuk mengetahui efektivitas pendekatan Visual, Auditori, Dan Kinestetik (VAK) dalam meningkatkan kemampuan artikulasi pada anak usia 5-6 tahun. Penelitian ini merupakan penelitian kuasi eksperimen dengan subjek tunggal yang memiliki masalah pada artikulasi dalam berbicara. Teknik pengumpulan data menggunakan observasi dan tes kemampuan artikulasi. Metode analisis data yang digunakan adalah analisis deskriptif kuantitatif dengan membandingkan hasil pretest dan posttest. Hasil penelitian menunjukkan bahwa pendekatan VAK efektif dalam meningkatkan kemampuan artikulasi anak. Penelitian ini dapat bermanfaat bagi guru, orang tua, dan praktisi di bidang terkait yang sedang berupaya meningkatkan kemampuan artikulasi pada anak usia 5-6 tahun
Keywords
References
Adiani, N. P., & Kristiantari, M. G. R. (2020). The positive impact of auditory intellectually repetition learning model assisted by domino card on mathematics learning outcomes. International Journal of Elementary Education, 4(3), 270–280. https://doi.org/10.23887/ijee.v4i3.25488
Afifah, N., Norhikmah, N., Latifah, N., Nurlaila, N., & Randani, R. (2021). Gangguan artikulasi pada anak usia 5-6 tahun. Muallimun: Jurnal Kajian Pendidikan Dan Keguruan, 1(2), 121–140. https://doi.org/10.23971/muallimun.v1i2.3970
Al-Harbi, S. S. (2020). Language development and acquisition in early childhood. Journal of Education and Learning (Edulearn), 14(1), 69–73. https://doi.org/10.11591/edulearn.v14i1.14209
Alqraini, F. (2017). Single-case experimental research: A methodology for establishing evidence-based practice in special education. International Journal of Special Education, 32(3), 551–566. https://eric.ed.gov/?id=EJ1184160
Bajeri, D., Waspodo, M., & Herawati, H. (2021). Peningkatan Kemampuan Artikulasi Dan Penguasaan Kosa Kata Melalui Metode Tutor Sebaya Pada Siswa SDLB Kelas Tunarungu. Jurnal Teknologi Pendidikan, 10(1), 12–17. http://ejournal.uika-bogor.ac.id/index.php/TEK/article/view/3961
Basam, F., & Sulfasyah, S. (2018). Metode pembelajaran multisensori VAKT sebagai upaya meningkatkan kemampuan membaca lancar siswa kelas II. JRPD (Jurnal Riset Pendidikan Dasar), 1(1), 18–24. https://doi.org/10.26618/jrpd.v1i1.1235
Bui, D. C., Maddox, G. B., & Balota, D. A. (2013). The roles of working memory and intervening task difficulty in determining the benefits of repetition. Psychonomic Bulletin & Review, 20, 341–347. https://doi.org/10.3758/s13423-012-0352-5
Fayez, M., Ahmad, J. F., & Oliemat, E. (2016). Jordanian kindergarten and 1st-grade teachers’ beliefs about child-based dimensions of school readiness. Journal of Research in Childhood Education, 30(3), 293–305. https://doi.org/10.1080/02568543.2016.1178195
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2014). Exceptional learners: An introduction to special education (14th ed.). Pearson Education Limited .
Heward, W. L. (2014). Exceptional children: an introduction to special education (10th ed.). Pearson Education Limited .
Hoff, E. (2014). Language development (5th ed.). Wadsworth, Cengage Learning.
Itagi, G., & D’Mello, L. (2019). Academic excellence through multi-sensory approach: A model for classroom teaching. International Journal of Management, Technology, and Social Sciences (IJMTS), 4(2). http://doi.org/10.5281/zenodo.3544137
Kim, J., Kim, S. W., Jeon, H. R., Woo, M. R., & Kim, H. I. (2017). Speech and linguistic features of children with articulation disorder. Annals of Rehabilitation Medicine, 41(5), 836. https://doi.org/10.5535/arm.2017.41.5.836
Liliana, P. D., Hastuti, W. D., & Huda, A. (2020). Metode VAKT untuk meningkatkan kemampuan menulis permulaan anak tunagrahita. Jurnal Ortopedagogia, 6(2), 77–82. http://journal2.um.ac.id/index.php/jo/article/view/9344
Martin, G. N., Carlson, N. R., & Buskist, W. (2014). Psychology (5th ed.). Sagepub.
Morgan, D. L., & Morgan, R. K. (2001). Single-participant research design: Bringing science to managed care. American Psychologist, 56(2), 119. https://doi.org/10.1037/0003-066X.56.2.119
Obiweluozo, E. P., & Melefa, O. M. (2014). Strategies for enhancing language development as a necessary foundation for early childhood education. Strategies, 5(5), 147–155. https://core.ac.uk/download/pdf/234635385.pdf
Qoimudin, I. S. (2016). Peningkatan keterampilan artikulasi melalui pendekatan visual, auditori, kinesteik, taktil (VAKT) pada anak tunarungu kelas dasar II di SLB wiyata dharma 1 tempel. Widia Ortodidaktika, 5(1), 13–22. https://journal.student.uny.ac.id/index.php/plb/article/view/1646
Rostan, N. N. A. (2021). The effectiveness of multisensory technique towards reading skills of open syllables by preschoolers. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 860–867. https://eric.ed.gov/?id=EJ1288817
Santrock, J. W. (2016). Children (13th ed.). McGraw-Hall Education.
Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006
Shanks, P. (2014). Children who make articulation errors: a guide’s resource for developing speech sounds in a montessori environment. NAMTA Journal, 39(3), 139–151. https://eric.ed.gov/?id=EJ1183209
Siregar, I., Rahmadiyah, F., & Siregar, A. F. Q. (2021). The impact of multisensory stimulation of biological organs in dysarthria patients as articulation skills rehabilitation. British Journal of Nursing Studies, 1(1), 20–29. https://al-kindipublisher.com/index.php/bjns/article/view/2644
Suryaratri, R. D., Prayitno, E. H., & Wuryani, W. (2019). The implementation of multi-sensory learning at elementary schools in Jakarta. Jurnal Pendidikan Usia Dini, 13(1), 100–113. https://doi.org/10.21009/10.21009/JPUD.131.08
Tafti, M. A., & Abdolrahmani, E. (2014). The effects of a multisensory method combined with relaxation techniques on writing skills and homework anxiety in students with dysgraphia. International Journal of Psychology and Behavioral Sciences, 4(4), 121–127. https://doi.org/10.5923/j.ijpbs.20140404.02
Todorova, E. (2019). Specific articulation disorders in children native speakers of bulgarian–distribution, characteristics, demographic patterns. European Journal of Social Science Education and Research, 6(1), 51–56. https://doi.org/10.26417/ejser.v6i1.p51-56
Turnbull, H. R., Turnbull, A., Wahmeyer, M. L., & Shrogen, K. A. (2013). Exceptional lives: Special education in today’s schools (7th ed.). Pearson Education, Inc.
Udjijanti, E., & Purbaningrum, E. (2017). Peningkatan kemampuan berbicara dengan menggunakan metode VAKT anak tunarungu kelas I pada sekolah luar biasa. Jurnal Pendidikan Khusus, 9(4). https://ejournal.unesa.ac.id/index.php/jurnal-pendidikan-khusus/article/view/21202
Van Donal, Y., & Efrina, E. (2019). Meningkatkan kemampuan membaca permulaan melalui metode visual, auditori, kinestetik, taktil (VAKT) pada anak disleksia. Ranah Research: Journal of Multidisciplinary Research and Development, 2(1), 43–50. https://core.ac.uk/download/pdf/234019147.pdf
Wirawan, I. G. N. (2019). Effect of repetition method on teaching English process in classroom. International Journal of Social Sciences and Humanities, 3(3), 143–146. https://doi.org/10.29332/ijssh.v3n3.368
Yafie, E., Giavarini, I., & Maulidia, L. N. (2020). Stimulating strategy children experiencing late language emergence (LLE) during pandemic Covid-19. 2nd Early Childhood and Primary Childhood Education (ECPE 2020), 193–197. https://doi.org/10.2991/assehr.k.201112.034
Zairin, S., & Nordin, M. N. (2023). The effectiveness of a multisensory approach in improving open syllabic reading skills of special education needs students (SENS). Special Education [SE], 1(1), 2821-3017. https://doi.org/10.59055/se.v1i1.8
Zhan, L., Guo, D., Chen, G., & Yang, J. (2018). Effects of repetition learning on associative recognition over time: Role of the hippocampus and prefrontal cortex. Frontiers in Human Neuroscience, 12, 277. https://doi.org/10.3389/fnhum.2018.00277
Ziadat, A. H. (2021). The impact of using VAKT strategy on oral reading and reading comprehension skills of elementary students with dyslexia. International Journal of Learning, Teaching and Educational Research, 20(2), 121–136. https://doi.org/10.26803/ijlter.20.2.7
Zulkifli, Z., Fatmawati, F., & Tarmansyah, T. (2013). Meningkatkan kemampuan mengenal bilangan 1 sampai 10 melalui metode VAKT bagi anak tunagrahita sedang. Jurnal Penelitian Pendidikan Khusus, 2(2). http://ejournal.unp.ac.id/index.php/jupekhu/article/view/1161
Refbacks
- There are currently no refbacks.
_2022_inPress.png)
Email this article 
Vol 7 No 6 (2023)
Vol 7 No 6 (2023)
Hide
Show all
