Febriyanti, Indri Retnayu (2014) TEKNIK FUN DRILLING UNTUK MENINGKATKAN KETERBACAAN TULISAN TANGAN ANAK TUNAGRAHITA RINGAN. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk meningkatkan keterbacaan tulisan tangan anak tunagrahita ringan melalui teknik fun drilling. Teknik Fun drilling membidik keterbacaan tulisan tangan melalui empat aspek yaitu bentuk huruf, ukuran huruf (proporsi), spasi antar huruf dan spasi antar kata. Keterbacaan tulisan tangan sangat diperlukan dalam kehidupan sehari – hari ataupun dalam dunia pekerjaan. Kesalahan dalam membaca pesan tulisan tangan dapat berakibat negative atau bahkan fatal seperti pada kesalahan membaca resep obat. Kemampuan menulis tulisan tangan bagi anak tunagrahita juga meningkatkan nilai dirinya sebagai sumber daya manusia di dunnia kerja. Penelitian dengan pendekatan kuantitatif eksperimen dilakukan pada empat orang anak tunagrahita ringan di Sekolah Khusus X Kabupaten Bandung. Metode yang digunakan adalah Single Subject Research (SSR) atau penelitian subjek tunggal dengan desain A-B. Desain A-B yaitu desain dengan satu fase baseline dan satu kali fase Intervensi. Data yang diperoleh akan disajikan melalui grafik skor pada masing – masing aspek dan diakhiri dengan grafik total sebagai representasi dari skor keterbacaan tulisan tangan. Melalui penelitian ini dapat disimpulkan bahwa teknik fun drilling dapat meningkatkan keterbacaan tulisan tangan anak tunagrahita ringan. Setelah mendapat intervensi dengan teknik fun drilling setiap subjek mengalami peningkatan dalam keterbacaan tulisan tangan. Peningkatan keterbacaan tulisan tangan anak tunagrahita ringan pada keempat aspek terlihat dari peningkatan skor pada sesi intervensi.setiap subjek mengalami peningkatan yang bervariasi namun secara keseluruhan memiliki kecenderungan yang menaik positif. Kesimpulan penelitian ini menunjukkan bahwa hipotesis yang dirumuskan dapat diterima, yaitu teknik fun drilling dapat meningkatkan keterbacaan tulisan tangan anak tunagrahita ringan. Fun Drilling Technique to improve handwriting legibility of the mild mental retardation. The fun drilling technique aim handwriting legibility at four aspect, they are : letter form, letter proportion, space between lettersand space between words. Handwriting legibility is really needed both in daily life/activities and in the world of works. The side effect of making mistakes in reading handwriting messages can be negative and fatal, for instance making mistakes in reading prescriptions from the doctor. The ability to create handwriting for a child with mild mental retardation can also increase his grade as a human resource in the world of works. The research which was conducted by using experiment quatitative approach has been done to four children with mild mental retardation at Special School X in Bandung. The method used in this case was Single Subject Research (SSR) with A – B design. A – B design is the design with one baseline phase and one intervention phase. The obtained data will be shown on graphic description of each aspect and will be ended with total graphic as a representation of handwriting legibility score. Having had intervention by using fun drilling technique, every subject gets improvement on handwriting legibility. The improvement of handwriting legibility of mild mental retardation in four aspects can be seen at the score increase. Each subjects gets various progress, but overall tend to increase positively. The conclusion pf this research shows that the formulated hypothesis is acceptable, that is the fun drilling technique can increase handwriting legibility of mild mental retardation
| Item Type: | Thesis (S2) |
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| Additional Information: | No. Panggil : T PKKH FEB t-2014 |
| Uncontrolled Keywords: | fundrilling, keterbacaan, tunagrahita |
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Kebutuhan Khusus S-2 |
| Depositing User: | Staff DAM |
| Date Deposited: | 05 Mar 2015 07:20 |
| Last Modified: | 05 Mar 2015 07:20 |
| URI: | http://repository.upi.edu/id/eprint/13773 |
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