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European Journal of Special Education Research ISSN: 2501 - 2428 ISSN-L: 2501 - 2428 Available on-line at: www.oapub.org/edu Volume 2 │ Issue 2 │ 2017 doi: 10.5281/zenodo.243652 READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC SURAKARTA, INDONESIA YEAR 2015/2016 Tri Mulyanii, Sunardi, Sri Yamtinah Sebelas Maret University Surakarta, Indonesia Abstract: This study aims to answer questions about the condition of early reading skills II grade students with mental retardation in the second semester SDLB-D1 YPAC Surakarta. This research was conducted on six students. Data was collected by observation technique and tests. The results showed that the ability to read the beginning of the children is very low. From the six students who are subject to a new research only one children who can read, three children are recognize letters and two children know a few letters. Keywords: early reading, mental retardation, reading skills 1. Introduction Reading is a windows to apprehend a lot of worldwide knowledge. Because of that, knowledge which has been found in distant places can be known. The events that occurred in other places can also be known. Reading activity indeed not only recite the symbols of sound. It is to understand and respond from the text has been read. It can express the contents of reading. Reading is a form of communication in the form of writing. But for children who have abnormalities in cognitive terms, the reading activity is not an easy task. Because reading actually involve sizeable cognitive terms to work. So that children who have cognitive barriers will have difficulties on the reading process. During this time the method used by teachers in teaching reading in class less effective. Not all children pay attention to the teacher, some children are less i Correspondence: email tmulyani88@gmail.co.id Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 81 Tri Mulyani, Sunardi, Sri Yamtinah READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC SURAKARTA, INDONESIA YEAR 2015/2016 enthusiastic, lack of concentration, less motivated to learn. This affects the learning result. This affects the reading ability of children and determinates its low quality. Between the 6 students in a class only one student was able to read. During this time the teacher does not use the media in learning reading, the teacher just write words that will be read on the board and the teacher gave an example of how to read. The teachers teach monotonous and make children less motivated to learn. According to Abdurrahman (2003: 200) "…read is essentially a form of communication board". Because reading is a form of communication so people who read must know what he was reading. To be able to understand what is being read then go through the steps, of reading the beginning and read further. Early reading is a technique of reading for school in low class. While reading up given to children in high class. Early reading is a process involving the skills and cognitive abilities. So Early reading skills is the ability to recognize and understand the symbol system of writing. Montessori (2013: 311) "... read the (beginning) simply done by using games and education of practical life senses. So read the beginning of the child's early school entry is done by using the game ". Government Regulation No. 72 of 1991, states that "…children in groups under normal or slower than normal children, both social development and intelligence are called child mentally retarded or mentally retarded, official term in Indonesia called as a child mentally disabled". According Murtie (2014), defines "mental retardation is one of the characteristics of children with special needs who have a weakness in terms of the psyche. Mental retardation is also called mental retardation, weak mind / feeble minded, mentally subnormal, deficits mental / cognitive, mental disability / mental deficiency and intellectual disorders" Mental retardation is a disorder that is settled, and experienced a lifetime. Therefore, mental retardation is a condition in the field of health, social welfare and education for children who have mental retardation and families and the community. Mental retardation is a condition deviation a child's growth, while the growth process itself is a major process, essential and typical in children and is the most important thing at the child herself. Somantri (1996: 86-87) classifies children with intellectual challenges into three, namely: 1. Tunagrahita light (debilitated). They can still learn to read, write, and simple arithmetic. With the guidance and education programs in time they will be able to earn money for himself. Mild mental retardation child is not able to perform European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 82 Tri Mulyani, Sunardi, Sri Yamtinah READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC SURAKARTA, INDONESIA YEAR 2015/2016 independently of social adjustment. Can not plan for the future and often make mistakes. Normally do not have a physical disorder that is difficult to distinguish physically normal children. 2. Moderate mental retardation: This group can not learn academically, such as writing, reading, counting. Otherwhise they are still able to write simple. They still can be educated to care for themselves such as bathing, dressing, eating, drinking, doing simple household chores like sweeping, cleaning household furnishings. In everyday life requires constant supervision. 3. Severe mental retardation: This group requires child care assistance in total in terms of dressing, bathing, eating, even those requiring protection from danger throughout his life. According Apriyanto (2014: 31-32), the classification of a mentally retarded child for learning purposes as follows: 1) educable (capable learners) Children in these groups still have the ability in the academic equivalent of a child on a regular 5th grade elementary school 2) trainable (capable trainer) Children in this group have the ability to take care of themselves, self defense, and social adjustment is very limited in their ability to get an academic education. 3) Custodia (capable of hospitalization) By giving constant practice and specifically to train the children about the basics of how to help yourself and capabilities that are communicative. According to Wardani (2007), the special characteristics of children with intellectual challenges / mental retardation according children with intellectual challenges level as follows: 1. Characteristics of mild mental retardation a) It can still learn to read, write and count simple; b) intelligence is growing at a speed of between half and three quarters the speed of normal children, and stopped at a young age; c) Can hang out and learn a job that only requires semi-skilled; d) In adulthood intelligence reached the level of normal children aged 9 and 12 years old. 2. Characteristics of moderate mental retardation a) almost can not learn the lessons of academic; b) It still has the potential to take care of themselves and are trained to do something on a regular basis, can be trained to herd, follow the activities that respect the property of others; European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 83 Tri Mulyani, Sunardi, Sri Yamtinah READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC SURAKARTA, INDONESIA YEAR 2015/2016 c) As adults their intelligence is nothing more than a normal child of age 6 years. 3. Characteristics of severe mental retardation a) All my life will always be dependent on the help and assistance of others; b) Not able to maintain themselves and can not distinguish between the dangers and not the danger; c) Unable to speak, even if talk only able to utter the words or signs simple; d) The intelegen although reaching adulthood ranged as high palig normal children age 4 years. 2. Method The method in this research is descriptive qualitative. This research was conducted in the second semester, on March, 2016. Research subjects in this study its very important, because the subject of research is the key of success or failure of a study. The subject used in this study was grade II SLB D1 YPAC Surakarta in the second semester of 2015/2016 with the 6 students. Sources of data in this study explored from several sources, namely: 1. Quantitative Data The quantitative data in this study of Early reading ability test. 2. Qualitative Data The qualitative data in this study was obtained from interviews and documents that support. Data collection techniques in this study are direct observation and tests: 1. Direct observation Direct observation is the observation made by the observer directly to the respondents as the research object. The observations were made formally in the classroom during the learning process is underway to observe all the activities of the students. 2. Tests This method is performed to measure starters students' reading skills. As an analytic design of the research with Qualitative approach based on three main component (Miles and Huberman, 1992: 21-23) These three basic components include data reduction (data reduction), presentation of data (data display), and conclusion (verification) of data collection was about early reading skills of students through interviews and reading tests. European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 84 Tri Mulyani, Sunardi, Sri Yamtinah READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC SURAKARTA, INDONESIA YEAR 2015/2016 Furthermore, the validity of the data. Data validity of a study is very important because it is the first step correctness of the data. In examining the validity of the data used as the following steps: 1. Observation continuously. At the time of the study, researchers conducted a careful monitoring to any response that is given to students. 2. Data Trianggulasi. Engineering checks the validity of the data that utilizes something else outside of that data, for the purposes of checking 3. As a comparison of the data obtained. 4. Discuss with others as collaborators. Held discussions with friends who also know about the study. 3. Results and Discussion Description of the initial capabilities of students Before created a plan of action, and then held the identification of early reading skills of children. Identification results based on tests of reading ability can be seen in table 4.1 No Code Subject Keterangan/Information 1 A Can read a simple word 2 B Getting to know some letters 3 C recognize letters 4 D recognize letters 5 E Getting to know some letters 6 F recognize letters Table 4.1: Results of tests students' ability to read the initial conditions Based on the table above can be seen that from the six students who took the test the ability to read only one student who had been able to read the words - simple words, while 5 other students can not read, 3 students already recognize letters but two new students only a few letters that have been known. This shows that the rate of early reading skills of students is still very low Based on these conditions, the researchers have tried to innovate in order to understanding learning and student learning outcomes can be improved. Innovation conducted by researchers is to use media cards display the word modified to learn to read the beginning. European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 85 Tri Mulyani, Sunardi, Sri Yamtinah READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC SURAKARTA, INDONESIA YEAR 2015/2016 4. Conclusions Based on the research begins by looking at the data beginning students. Initial data obtained from teachers after conducting tests, found that of the six students who can read only one student. Based on the discussion at the beginning of this study can be drawn some conclusions. Early reading skills of students is still low, only 16% of students who can read. 50% new and 33% recognize letters not recognize letters. Based on the results of the research that has been done is expected an improvement of the teaching and learning process, so that the reading skills of students will be increased. 5. Follow-up Follow-up that will be done will be oriented on creating a media that can improve the learning process, so that the learning process become more interesting and can definitely improve the reading skills of children. References 1. Anitah,S. (2009). Media Pembelajaran. Surakarta: UNS 2. Apriyanto, N. (2014). Seluk Beluk Tunagrahita & Strategi Pembelajarannya.Jogjakarta: Javalitera 3. Aqib, Z. (2013). Model-model, media dan strategi pembelajran kontekstual (inovatif). Bandung: yrama widya 4. Miles, M and Huberman, A.M. (1992). Analisis Data Kualitatif. Terj. Tjetjep Rohendi Rohidi. Jakarta: Universitas Indonesia 5. Montessori, M. (2013).Metode Montessori. Jogjakarta:Pustaka Pelajar 6. Abdurrahman, M. (2003). Pendidikan Bagi Anak Berkesulitan Belajar. Jakarta: Asdi Mahasatya 7. Murtie, A. (2014). Ensiklopedi Anak Berkebutuhan Khusus. Jogjakarta: Maxima 8. Peraturan Pemerintah No 72 Tahun 1991 Tentang Penyandang Cacat. 9. Purwanto, M. Ngalim dan Djeniah. (1997). Metodologi Pengajaran Bahasa Indonesia di SD. Jakarta : Rosda Jayaputra 10. Salmiah, S. (2010).Retardasi Mental. Medan: Universitas Sumatra Utara 11. Somantri, S. (1996).Psikologi Anaka Luar Biasa. Jakarta: Depdikbud European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 86 Tri Mulyani, Sunardi, Sri Yamtinah READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC SURAKARTA, INDONESIA YEAR 2015/2016 12. Wardani, I.G.A.K. (2007). Pengantar Pendidikan Luar Biasa. Jakarta : Universitas Terbuka. Benchmark Publisher European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 87 Tri Mulyani, Sunardi, Sri Yamtinah READING COMPREHENSION OF STUDENTS WITH MENTAL RETARDATION ON CLASS II SLB D1 YPAC SURAKARTA, INDONESIA YEAR 2015/2016 Creative Commons licensing terms Authors will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Special Education Research shall not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflict of interests, copyright violations and inappropriate or inaccurate use of any kind content related or integrated on the research work. All the published works are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and noncommercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0). European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 88
European Journal of Special Education Research ISSN: 2501 - 2428 ISSN-L: 2501 - 2428 Available on-line at: www.oapub.org/edu Volume 2 │ Issue 2 │ 2017 doi: 10.5281/zenodo.242645 THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017 Abwatie Al Khakimi, Abdul Salim, Sunardi Master of Special Education Program, Sebelas Maret University, Indonesia Abstract: The aim of this research is to identify the influence of leather puppet picture on the improvement of retelling story ability of 7th grade mental retardation students in SLB C Setya Darma Surakarta. All 7th grade students in SLB C Setya Darma Surakarta are used as the population and sample for this research. This research is a kind of experimental research with One Group Pretest-Posttest Design. Technique of collecting data is conducted by using oral test as the way to collect the students’ ability of retelling story. To analyze the data, Statistical Quantitative non Parametric is used as the technique. This technique is also called Wilcoxon Sign Rank Test, which is given a Z symbol. Wilcoxon test is used to test 2 variables, items: before treatment and after treatment, with 0.05 significance level. The result of this research proves that the using of leather puppet picture are effect for the improvement of retelling story ability of 7th grade mental retarded students in SLB C Setya Darma Surakarta 2016/2017. Keywords: leather puppet picture, retelling story ability of mental retarded students 1. Introduction Language is a communicating media for human by expressing minds, information, attitude, and feelings. Language is very important in daily life. It will be learnt from we were born until adulthood in the environment of both family and school (Guntur, 2008: 14). For some people, language is just merely a communication media. This assumption makes people emphasize on aspect of verbal communication rather than writing i Correspondence: email abwatieal@gmail.com Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 51 Abwatie Al Khakim, Abdul Salim, Sunardi THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017 communication. In the other word, people assume that verbal communication is way more important than communication in the form of writing (Mahayana, 2008: 1). We learn language, especially in the subject of Bahasa Indonesia. According to Guntur (2008: 20), in learning Bahasa Indonesia, it is given knowledge and ability of language covering for components, namely: listening, reading, writing, and speaking. Basically, every student has different level of language ability. Therefore, Bahasa Indonesia is expected to help students in developing needed language ability, not only for communication but also for understanding every kind of value and knowledge. This research problem is on 7th grade mental retarded student in SMPLB who are not fluent enough in language ability, especially on retelling story. The development of retelling story ability should be conducted effectively for students as early as possible, so that they can receive materials in school well and they can develop their speaking skill well. It is different with normal children. Mental retarded students are included in individuals needing special needs. One of their characteristics is having low intelligence. It makes their ability of language is disturbed, so that their ability in speaking and retelling simple story needs special training in education. Based on Educational Psychology book, H.C. Witherington in Anunurrahman (2012: 12), learning is a changing in personality expressing as a new pattern of ability, attitude, habit, personality or understanding. In this term, someone is called learning if he or she realizes something that she or he did not know before. Based on this explanation, researcher chooses a suitable media as learning media and as an effort to improve retelling story ability of 5 students of 7th grade mental retarded students SMPLB in SLB C Setya Darma Surakarta. This ability is important to be developed even it is still in level of junior high school. According to elaboration above, researcher is interested to conduct a research to improve retelling story ability of Bahasa Indonesia of mental retarded students in SLB C Setya Darma Surakarta by observing its causes, influence, and implication as special factors. This research will examine The Influence of leather puppet picture on the improvement of retelling story ability of 7th grade mental retardation students in SLB C Setya Darma Surakarta Year 2016/2017 . 2. Research Methodology 2.1 Research Design Experimental research method based on Sugiyono (2013: 107) can be defined as a research method used to figure out the influence of particular treatment for something European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 52 Abwatie Al Khakim, Abdul Salim, Sunardi THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017 else in controlled condition. This is a part of quantitative research having special characteristic, especially its control group. Experimental research method according to Sukardi (2013: 179) can be defined as a systematic method to build causal-effect relationship. Generally, this research is used to answer questions related to a controlled condition. Besides, experiment research is conducted to arrange a situation where the influence of some variables to dependent variable can be identified. According to Sugiyono (2013: 108), there are some kinds of Pre Experimental Design, namely: One Shot Case Study, One Group Pretest- Posttest Design, and IntactGroup Comparison. Design used in this research was One Group Pretest-Posttest Design, where a group of subject is given treatment in a period of time. The measurement was done before and after treatment, and the differences between the result of first measurement (T1) and result of the second measurement (T2) is the influence of treatment given. 2.2 Research Variable This research with title The Influence of leather puppet picture on the improvement of retelling story ability of 7 grade mental retardation students in SLB C Setya Darma Surakarta th Year 2016/2017 contains two variables, namely: 1. Independent Variable (X) The independent variable in this research is leather puppet picture. 2. Dependent Variable (Y) Dependent variable is variable influenced by dependent variable. The dependent variable in this research is retelling story ability of 7 th grade mental retardation students in SLB C Setya Darma Surakarta. 2.3 Technique of Collecting Data Data in this research is indicator quality of retelling story ability of mental retarded students. Instrument used to collect the data in this research is test, validation sheets from contain and assessment experts. 2.4 Technique of Analyzing Data Technique of analyzing data used in this research is quantitative descriptive analysis. 2.5 Procedure Title of this research is The Influence of leather puppet picture on the improvement of retelling story ability of 7th grade mental retardation students in SLB C Setya Darma Surakarta European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 53 Abwatie Al Khakim, Abdul Salim, Sunardi THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017 Year 2016/2017 . It contains two variables, namely: independent variable: the influence of leather puppet, and (2) dependent variable: retelling story ability of 7 th grade mental retardation students in SLB C Setya Darma Surakarta. This research aims to test hypothesis said There is significant influence of the using of leather puppet to the development of retelling story ability of 7th grade mental retarded students in SLB C Setya Darma Surakarta Year 2016/2017 . The instrument used in this research is arranged based on research instrument’s table of specification. Instrument used in this research is test, namely verbal test of retelling story. Validity of this instrument is tested to gain valid data. 3 lecturers validated the instrument. This research is conducted after the instrument and field preparations are done. This research is located in SLB C Setya Darma Surakarta with 5 students of 7th grade mental retarded students on second semester year 2016/2017 as the subject. This research is given one basic competence, namely explaining relation between content of story and social reality with the indicator of retelling the story in front of class. First data is collected by using arranging data. The next step is giving treatment by implementing leather puppet with retelling story ability. After treatment, research gave posttest to 7th grade of mental retarded students. Final step of this research is analyzing the results of pretest and posttest. Before analyzing using Wilcoxon Signed Rank Test by helping of SPSS program 23 rd version, first it is needed to explain data description of pretest and posttest with their histogram. After that, researcher analyses data and presents research findings. The final step is giving conclusion based on data. 3. Result 3.1 Description of the Data 1. Data of Students’ “bility ”efore Treatment This point contains data obtained from the result of treatment test. The data is obtained from the result of treatment test in the experiment. From the experiment, result is obtained as follows. European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 54 Abwatie Al Khakim, Abdul Salim, Sunardi THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017 Table 1: Data of Pretest Score Scorer Name Students’ Score Total Score ST (1) MG (2) TF (3) RZ (4) SR (5) Abwatie (X) 11 7 6 9 14 47 Dina (Y) 12 6 6 8 14 46 Ida (Z) 13 12 13 15 27 70 2. Data of Students’ “bility after Treatment It contains data description of retelling story ability’s score of mental retarded students after treatment. Result is obtained as follows. Table 2: Data of Posttest Score Students’ Score Scorer Name Total Score ST (1) MG (2) TF (3) RZ (4) SR (5) Abwatie (X) 16 17 16 19 20 88 Dina (Y) 19 17 18 20 20 94 Ida (Z) 14 12 12 18 23 79 Researcher conducted research for 4-5 meetings. The first meeting is used as pretest. Second and third meeting is used as treatment, and the last meeting is used as posttest. Table 3: Data of Pretest and Posttest Score Statistics Pretest Posttest Valid 3 3 Missing 0 0 Mean 54.33 87.00 Median 47.00 88.00 46a 79a 13.577 7.550 Minimum 46 79 Maximum 70 94 25 46.00 79.00 50 47.00 88.00 75 70.00 94.00 N Mode Std. Deviation Percentiles Based on data description above, it can be seen that average score of retelling story ability of mental retarded student in pretest is 54.33 and average score of retelling story European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 55 Abwatie Al Khakim, Abdul Salim, Sunardi THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017 ability of mental retarded student in posttest is 87.00. It means that there is difference result of pretest and posttest of retelling story ability. 3.2 Result of Hypothesis Test To prove the hypothesis that there is significant influence of using leather puppet picture to the development of retelling story ability of 7 th grade mental retarded students in SLB C Setya Darma Surakarta Year 2016/2017, it is used Wilcoxon Signed Rank Test as follows. Table 4: Data Analysis Before and After Treatment Descriptive Statistics N Mean Std. Deviation Minimum Maximum Pretest 5 9.40 3.209 6 14 Posttest 5 17.60 1.817 16 20 Table 5: Result of Wilcoxon Signed Rank Test Wilcoxon Signed Ranks Test Ranks posttest - pretest N Mean Rank Sum of Ranks Negative Ranks 0 a .00 .00 Positive Ranks 5b 3.00 15.00 Ties 0c Total 5 a. posttest < pretest b. posttest > pretest c. posttest = pretest Table 6: Result Test Statistics Test Statisticsa posttest - pretest Z Asymp. Sig. (2-tailed) -2.060b .039 a. Wilcoxon Signed Ranks Test b. Based on negative ranks. Data above is processed by using SPSS 23 rd Version. Based on ranks table, it is known that there is none negative ranks. There are 5 positive ranks and none same ranks. Result of hypothesis test about pretest and posttest score of retelling story ability is Z = European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 56 Abwatie Al Khakim, Abdul Salim, Sunardi THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017 2.060 withAsymp.Sig. (2-tailed) = 0,039 with significant level ( ) 5%. Asymp. Sig. (2tailed) value = 0,039 < = 0,05 then, Ho is rejected and Ha is accepted. It means that there is positive difference on retelling story ability score of mental retarded students before and after treatment by using leather puppet picture. It can be concluded that the using of leather puppet picture influences the improvement of retelling story ability of 7th grade mental retarded students in SLB C Setya Darma Surakarta Year 2016/2017. 4. Discussion After conducting data analysis to test hypothesis, discussion is the next step need to be done. The discussion is as follows. Hypothesis is said There is significant influence of the using of leather puppet to the development of retelling story ability of 7 th grade mental retarded students in SLB C Setya Darma Surakarta Year 2016/2017 . The using of leather puppet picture makes retelling story of Bahasa Indonesia is easier for mental retarded students. This media becomes alternative learning media for retelling story of Bahasa Indonesia. Mental retarded students have low retelling story or speaking ability. According to Rochyadi in Apriyanto (2012: 49), there are two things needed to be concerned related to communication process disorder. First is speaking disorder that an individual is hard to articulate language well. Second is language disorder which is more serious than previous one that a child is hard in understanding and using vocabulary and hard in understanding syntaxes rules of language used. The using of leather puppet picture ease mental retarded to improve their retelling story ability researcher modified leather puppet picture became more attractive with characteristics of mental retarded children. Those modifications are giving attractive color on the puppet picture, providing stick on the puppet that makes children easier to use. The advantages of this media are firstly; its color and picture are attractive. Secondly, it eases children to retell their story. Thirdly, it is fun to use leather puppet picture. It can be concluded that the using of leather puppet picture is effective to reach learning objective. There are also some disadvantages of this media. It consumes time to make this media. It also needs high cost to buy some tools like Styrofoam cutter and Styrofoam itself. Lastly, it also needs to search for proper picture with the theme; even researchers need to draw it by themselves. European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 57 Abwatie Al Khakim, Abdul Salim, Sunardi THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017 It can be known that there is significant difference of average score of retelling story ability between first test (before giving treatment) and last test (after giving treatment). The average score of retelling story ability of mental retarded student in pretest is 54.33 and average score of retelling story ability of mental retarded student in posttest is . . It means that there is improvement of mental retarded students’ ability of retelling story. Result of hypothesis test about pretest and posttest score of retelling story ability is Z = -2.060 with Asymp.Sig. (2-tailed) = 0,039 with significant level ( ) 5%. Asymp. Sig. (2-tailed) value = 0,039 < = 0,05 then, Null Hypothesis (Ho) stating that there is no influence of the using of leather puppet to the development of retelling story ability of 7th grade mental retarded students in SLB C Setya Darma Surakarta Year 2016/2017 is rejected. Alternative hypothesis (Ha) stating that there is influence of the using of leather puppet to the development of retelling story ability of 7 th grade mental retarded students in SLB C Setya Darma Surakarta Year 2016/2017 is accepted. It can be concluded that the using of leather puppet picture is influence significantly to improve retelling story ability of 7th grade mental retardation students in SLB C Setya Darma Surakarta Year 2016/2017 since this media is easy and attractive to play. 5. Conclusion After elaborating research result of leather puppet picture to improve retelling story ability of 7th grade mental retardation students in SLB C Setya Darma Surakarta, it can be concluded that there is positive influence of the using of leather puppet picture for the improvement of retelling story ability of 7th grade mental retardation students year 2016/2017. 6. Implication Implication of this research can be in the form of theoretically and practically. Those implications are as follows. 1. Theoretical Implication The result of this research theoretically can improve knowledge for researcher and teachers about leather puppet picture as one alternative media to improve retelling story ability of 7th grade mental retarded students. 2. Practical Implication European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 58 Abwatie Al Khakim, Abdul Salim, Sunardi THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017 The result of this research practically can be implemented is the learning process by using leather puppet picture as an effort to improve retelling story ability of 7 th grade mental retarded students in SLB C Setya Darma Surakarta. 7. Suggestions Based on the conclusion, it can be suggested that: 1. For Headmaster School is expected to motivate teacher to use leather puppet picture so, it can be implemented as one media in school for mental retarded students. 2. For Teachers Teachers are expected to apply this media as one of the learning media to improve retelling story ability of mental retarded students. 3. For Students Students, with help from teacher, are expected to use leather puppet picture optimally by improving their retelling story ability, so that they can also get fun learning experience. 4. For Further Researcher Further researchers are expected to conduct further research so, they can give more references about leather puppet picture to improve retelling story ability. References 1. Apriyanto, Nunung. (2012). SelukBelukTunagrahita&StrategiPembelajaranya. Jogjakarta: Javalitera. 2. Aunurrahman. (2012). BelajardanPembelajaran. Bandung: Alfabeta. 3. Guntur T, Henry. (2008). BerbicaraSebagaiSuatuKeterampilanBerbahasa. Bandung: PT. Angkasa. 4. Mahayana, Maman S. (2008). Bahasa Indonesia Kreatif. Jakarta: Penaku. 5. Sugiyono. (2013). MetodePenelitianPendidikan. Bandung: Alfabeta. 6. Sukardi. (2013). MetodologiPenelitianPendidikan. Jakarta: PT BumiAksara European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017 59 Abwatie Al Khakim, Abdul Salim, Sunardi THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017 Creative Commons licensing terms Authors will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that makes clear that the materials are being reused under permission of a Creative Commons License. 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